Rich Apps Introductory Lecture

What are Rich Apps? How can students develop their career prospects as well as develop software? This lecture describes the aims and objectives of the course, and gives an outline of the first assessment.

Introductory remarks

The very first numerical models which were developed more than 20 years ago were drastic simplifications of the real atmosphere and they were mostly restricted to describe adiabatic processes. For prediction of a day or two of the mid tropospheric flow these models often gave reasonable results but the result deteriorated quickly when the prediction was extended further in time. The prediction of the surface flow was unsatisfactory even for short predictions. It was evident that both the energy generating processes as well as the dissipative processes have to be included in numerical models in order to predict the weather patterns in the lower part of the atmosphere and to predict the atmosphere in general beyond a day or two. Present-day computers make it possible to attack the weather forecasting problem in a more comprehensive and complete way and substantial efforts have been made during the last decade in particular to incorporate the non-adiabatic processes in numerical prediction models. The physics of radiational transfer, condensation of moisture, turbulent transfer of heat, momentum and moisture and the dissipation of kinetic energy are the most important processes associated with the formation of energy sources and sinks in the atmosphere and these have to be incorporated in numerical prediction models extended over more than a few days. The mechanisms of these processes are mainly related to small scale disturbances in space and time or even molecular processes. It is therefore one of the basic characteristics of numerical models that these small scale disturbances cannot be included in an explicit way. The reason for this is the discretization of the model's atmosphere by a finite difference grid or the use of a Galerkin or spectral function representation. The second reason why we cannot explicitly introduce these processes into a numerical model is due to the fact that some physical processes necessary to describe them (such as the local buoyance) are a priori eliminated by the constraints of hydrostatic adjustment. Even if this physical constraint can be relaxed by making the models non-hydrostatic the scale problem is virtually impossible to solve and for the foreseeable future we have to try to incorporate the ensemble or gross effect of these physical processes on the large scale synoptic flow. The formulation of the ensemble effect in terms of grid-scale variables (the parameters of the large-scale flow) is called 'parameterization'. For short range prediction of the synoptic flow at middle and high latitudes, very simple parameterization has proven to be rather successful.

The physical pendulum in an advanced undergraduate course in mechanics

The physical pendulum treated with a Hamiltonian formulation is a natural topic for study in a course in advanced classical mechanics. For the past three years, we have been offering a series of problem sets studying this system numerically in our third-year undergraduate courses in mechanics. The problem sets investigate the physics of the pendulum in ways not easily accessible without computer technology and explore various algorithms for solving mechanics problems. Our computational physics is based on Mathematica with some C communicating with Mathematica, although nothing in this paper is dependent on that choice. We have nonetheless found this system, and particularly its graphics, to be a good one for use with undergraduates.

The Hunt for New Physics at the Large Hadron Collider

The Large Hadron Collider presents an unprecedented opportunity to probe the realm of new physics in the TeV region and shed light on some of the core unresolved issues of particle physics. These include the nature of electroweak symmetry breaking, the origin of mass, the possible constituent of cold dark matter, new sources of CP violation needed to explain the baryon excess in the universe, the possible existence of extra gauge groups and extra matter, and importantly the path Nature chooses to resolve the hierarchy problem - is it supersymmetry or extra dimensions. Many models of new physics beyond the standard model contain a hidden sector which can be probed at the LHC. Additionally, the LHC will be a. top factory and accurate measurements of the properties of the top and its rare decays will provide a window to new physics. Further, the LHC could shed light on the origin of neutralino masses if the new physics associated with their generation lies in the TeV region. Finally, the LHC is also a laboratory to test the hypothesis of TeV scale strings and D brane models. An overview of these possibilities is presented in the spirit that it will serve as a companion to the Technical Design Reports (TDRs) by the particle detector groups ATLAS and CMS to facilitate the test of the new theoretical ideas at the LHC. Which of these ideas stands the test of the LHC data will govern the course of particle physics in the subsequent decades.

An introduction to numerical methods in low-dimensional quantum systems

This is an introductory course to the Lanczos Method and Density Matrix Renormalization Group Algorithms (DMRG), two among the leading numerical techniques applied in studies of low-dimensional quantum models. The idea of studying the models on clusters of a finite size in order to extract their physical properties is briefly discussed. The important role played by the model symmetries is also examined. Special emphasis is given to the DMRG.

Simulation of dynamic pinion course using Runge-Kutta's method and impact modeling

Once defined the relationship between the Starter Motor components and their functions, it is possible to develop a mathematical model capable to predict the Starter behavior during operation. One important aspect is the engagement system behavior. The development of a mathematical tool capable of predicting it is a valuable step in order to reduce the design time, cost and engineering efforts. A mathematical model, represented by differential equations, can be developed using physics laws, evaluating force balance and energy flow through the systems degrees of freedom. Another important physical aspect to be considered in this modeling is the impact conditions (particularly on the pinion and ring-gear contact). This work is a report of those equations application on available mathematical software and the resolution of those equations by Runge-Kutta's numerical integration method, in order to build an accessible engineering tool. Copyright © 2011 SAE International.

Análise de metodologia baseada no sistema personalizado de instrução num curso introdutório de eletromagnetismo

Apesar de fundamentais para a aprendizagem, o estímulo à postura ativa do aluno (versus o de apenas ouvinte), o respeito ao ritmo individual de aprendizagem, as avaliações formativas e o provimento de feedback sistemático ao aluno estão freqüentemente fora das salas de aula nas escolas e universidades. Uma estratégia para trazer tais características para as salas de aula é através do ensino individualizado. Um dos procedimentos de ensino individualizado mais documentados e aplicados é o Sistema Personalizado de Instrução (SPI) de Fred S. Keller. Intensamente usado na década de 70, milhares de artigos foram publicados sobre o SPI, provendo extensa evidência empírica sobre os seus resultados, os quais, em geral, são superiores a outras formas de ensino. Apesar disto, a aplicação do método entrou em declínio na década de 80. Dentre as razões para isto, podemos destacar a quantidade de esforço inicial necessário para se construir um curso baseado no SPI, a possível resistência por parte dos professores e educadores devido à mudança do papel do professor de transmissor do conhecimento para orientador e a logística necessária para prover feedback sistemático aos alunos. Vale ressaltar que, independente de quais fatores contribuíram para o declínio na utilização do SPI, sua eficiência é inquestionável. Neste trabalho, analisamos uma metodologia de ensino individualizado baseada no SPI de Keller, experimentada no contexto de um curso introdutório de eletromagnetismo para alunos de Física do terceiro semestre letivo da Universidade Federal do Pará. A metodologia empregou características do SPI, respeitando as características da disciplina como a presença de cálculos longos e ausência de monitores. Obtivemos indícios de que, apesar das modificações introduzidas, a aplicação desta metodologia pode trazer vários dos resultados positivos obtidos com a aplicação do SPI de Keller.

Análise de metodologia baseada no sistema de ensino individualizado de Keller aplicada em um curso introdutório de eletromagnetismo

Uma das metodologias de ensino individualizado mais usadas e documentadas na década de 70 foi o Sistema Personalizado de Instrução (SPI) de Fred Keller. Diversas pesquisas sobre essa metodologia foram publicadas, as quais proveram extensa evidência empírica de seus resultados positivos. Apesar disso, a aplicação desse sistema de ensino entrou em declínio a partir da década de 80. Dentre as razões para tal declínio, podemos destacar o maior esforço requerido para a elaboração de cursos utilizando essa metodologia e para o provimento de feedback sistemático ao desempenho dos alunos, assim como o surgimento de críticas a ela devido à abordagem comportamentalista de Keller. Mesmo sendo fundamentais para a aprendizagem, o estímulo à postura ativa do estudante, o respeito ao ritmo individual de aprendizagem, as avaliações formativas e o provimento de feedback sistemático ao aluno continuam frequentemente fora das salas de aula. Uma estratégia para suprir tais carências é o ensino individualizado. Neste trabalho, propomos várias modificações ao SPI de Keller visando uma metodologia viável de ser empregada em um curso introdutório de eletromagnetismo para estudantes de física da Universidade Federal do Pará. Dentre estas modificações, destacamos: (i) o emprego de avaliações semanais, e não em todas as aulas; (ii) a correção das avaliações e provisão de feedback feitas pelo professor, e não pelos monitores; e (iii) a manutenção parcial de aulas expositivas. Com base em uma avaliação incluindo parâmetros mensuráveis, obtivemos indícios de que, apesar das modificações introduzidas, a aplicação dessa metodologia permitiu obter vários dos resultados positivos comuns na aplicação do SPI de Keller.

A project-oriented course in probability and statistics for undergraduate electrical engineering students

An introductory course in probability and statistics for third-year and fourth-year electrical engineering students is described. The course is centered around several computer-based projects that are designed to achieve two objectives. First, the projects illustrate the course topics and provide hands-on experience for the students. The second and equally important objective of the projects is to convey the relevance and usefulness of probability and statistics to practical problems that undergraduate students can appreciate. The benefit of this course as to motivate electrical engineering students to excel in the study of probability concepts, instead of viewing the subject as one more course requirement toward graduation. The authors co-teach the course, and MATLAB is used for mast of the computer-based projects

Optional course "Homeopathically potentised substances: placebos or effective?" for medical students at the University of Bern, Switzerland

Background Apart from compulsory lectures on classical homeopathy (CH), traditional Chinese medicine/acupuncture, neural therapy and anthroposophically extended medicine (AEM), our institute at the University of Bern offers several optional practical courses for medical students. The aim of this course during autumn 2011 and spring 2012 was to discuss basic research, observational and clinical studies in the fields of CH and AEM, so that students i) learned how to read and appraise scientific publications, ii) learned how complementary medicine can be investigated with scientific methods, and iii) were able to form their own opinion about the possible specific effects and effectiveness of homeopathically potentised substances. Methods Introductory lectures on AEM, CH and study design were given to 12 second year medical students. The students appraised 12 research articles and presented the results in class, followed by discussions with experts in the fields of basic and clinical research from our institute. A company producing homeopathic remedies was visited and students could practise potentization procedures and trituration. At the end of the course, students compiled posters with arguments in favour of and against specific effects and effectiveness as well as their own conclusions. The course was evaluated using a written questionnaire with closed and open questions. Results Previous knowledge about CH and AEM was scarce among the students. It slightly increased during the course, and the course itself fostered their interest on the topic. This course was chosen by most students, because they were genuinely interested in the topic (and not because other courses they had wanted to visit were fully booked). The students especially valued the discussions, the various perspectives presented to them, and experiencing a potentization process. Conclusion Medical students were interested to learn more about homeopathically potentised substances. The contradictory study results made it difficult for them to form their own opinion. Apart from appraising articles, the students would have liked to meet and talk to patients.

Student Performance in Traditional vs. Online Format: Evidence from an MBA Level Introductory Economics Class

All previous studies comparing online and face-to-face format for instruction of economics compared courses that were either online or face-to-face format and regressed exam scores on selected student characteristics. This approach is subject to the econometric problems of self-selection omitted unobserved variables. Our study uses two methods to deal with these problems. First we eliminate self-selection bias by using students from a course that uses both instruction formats. Second, we use the exam questions as the unit of observation, and eliminate omitted variable bias by using an indicator variable for each student to capture the effect of differences in unobserved student characteristics on learning outcomes. We report the finding that students had a significantly greater chance of answering a question correctly if it came from a chapter covered online.

The Learning of the subject Biology in a Master in Biomedical Physics

BIOLOGY is a dynamic and fascinating science. The study of this subject is an amazing trip for all the students that have a first contact with this subject. Here, we present the development of the study and learning experience of this subject belonging to an area of knowledge that is different to the training curriculum of students who have studied Physics during their degree period. We have taken a real example, the “Elements of Biology” subject, which is taught as part of the Official Biomedical Physics Master, at the Physics Faculty, of the Complutense University of Madrid, since the course 2006/07. Its main objective is to give to the student an understanding how the Physics can have numerous applications in the Biomedical Sciences area, giving the basic training to develop a professional, academic or research career. The results obtained when we use new virtual tools combined with the classical learning show that there is a clear increase in the number of persons that take and pass the final exam. On the other hand, this new learning strategy is well received by the students and this is translated to a higher participation and a decrease of the giving the subject up

A short course of experiments in physical measurement.

Vol. 4 has imprint: Boston, D.C. Heath.

A course of six lectures on the various forces of matter, and their relations to each other.

Mode of access: Internet.