Contributions from the physical laboratories of Harvard University.

Vol. 8, 1910, dedicated to Professor John Trowbridge; v. 15, 1921, dedicated to Professor Edwin Herbert Hall. Both of these volumes include contributions from former colleagues and former students.

A history of physics in its elementary branches, including the evolution of physical laboratories.

Mode of access: Internet.

Elements of physical manipulation /

Appendices : A. Electricity. B. Tables. C. Physical laboratories. Books of reference. Additional experimenrts.

Laser controlled areas (NPL)

Short video produced by the National Physical Laboratories on class 3B and 4 laser controlled areas

O ensino e a surpresa: experimentos surpreendentes e suas possibilidades no ensino de Física

Some experiments in Physics teaching have an amazing effect among the students, that is, generally be characterized by counteracting the initial expectations of students. This characteristic may contribute to the emergence of learning situations extremely promising. However, the privilege, by the teacher, the description of certain results shortens the involvement that the student could establish on teaching situations favor a more careful observation that can be done. We discuss in this paper, the that surprise may be manifested in the student on an experimental demonstration and its ability to mobilize the interest and curiosity of this student. We intend to observe the pedagogic value that represents the amazing effect such in situations of teaching and learning, particularly for the Teaching of Physics, as well as the possibilities for educational approaches.Through an extensive analysis of several authors who address about experimental learning activities, Epistemology of Science and Education, we found some results that lead us to understand some of the possibilities that the surprise element can propose. We describe a demonstration activity that we consider amazingly from our point of view and that was realized in a regular classroom in a of Rio Claro Public High School in the year of 2011

O experimento e o lúdico: reflexões sobre atividades didáticas experimentais para o ensino de Física e a ludicidade

In this work, is discussed the importance of experimental activities in Education of Physics in Basic Education from the experience of Supervised Stage and the work with the Initiation of Teaching in the Program PIBID CAPES, in this case linked to the Department of Education of the Institute of Biosciences, Campus Rio Claro, São Paulo State, in partnership with three schools of basic education in the city. At first, based on the work of Ferreira with Instrumentation for Teaching Physics, consider the electrostatic theme. The focus is the searching for equipments constructed with low cost materials and easy access. Were developed and promoted strategies of the use of such materials in Physics’ Teaching, with a view to reintroducing experimental teaching activities in Public Basic Education, in the form Workshop Learning and Teaching of Physics, as well as lessons of Laboratory with the help of script and also in the form of an Experiments Library. These experimental activities were critically analyzed with a focus on playfulness. The focus of work in experimental activities for the Physics’ Teaching allowed to redeem, critically, didactic materials. From the standpoint of playfulness, playful moments and interaction of individuals with the knowledge that provides the experimental material when used strategically, they seem to be of great relevance to the Physics’ Teaching in Basic Education. It is possible to use experiments in Physics’ Teaching in public schools

Circulars.

Contains notes from the biological, chemical, geological and physical laboratories, etc.

Catalog of federal metrology and calibration capabilities /

"September 1980."

Physical impairment among industrial workers. A report based on the complete physical examination of one thousand white, male, machine and hand tool operators. A study made through the Industrial Health Conservancy Laboratories.

Mode of access: Internet.

Laboratories transformation

BACKGROUND OR CONTEXT Laboratories provide the physical spaces for engineering students to connect with theory and have a personal hands-on learning experience. Learning space design and development is well established in many universities however laboratories are often not part of that movement. While active, collaborative and group learning pedagogies are all key words in relation to these new spaces the concepts have always been central to laboratory based learning. The opportunity to build on and strengthen good practice in laboratories is immense. In the 2001 review “Universities in Crisis” many references are made to the decline of laboratories. One such comment in the review was made by Professor Ian Chubb (AVCC), who in 2013, as Chief Scientist for Australia, identifies the national concern about STEM education and presents a strategic plan to address the challenges ahead. What has been achieved and changed in engineering teaching and research laboratories in this time? PURPOSE OR GOAL A large number of universities in Australia and New Zealand own laboratory and other infrastructure designed well for the era they were built but now showing signs of their age, unable to meet the needs of today’s students, limiting the effectiveness of learning outcomes and presenting very low utilisation rates. This paper will present a model for new learning space design that improves student experience and engagement, supporting academic aims and significantly raising the space utilisation rate. APPROACH A new approach in laboratory teaching and research including new management has been adopted by the engineering disciplines at QUT. Flexibility is an underpinning principle along with the modularisation of fixed teaching and learning equipment, high utilisation of spaces and dynamic pedagogical approaches. The revitalised laboratories and workshop facilities are used primarily for the engineering disciplines and increasingly for integrated use across many disciplines in the STEM context. The new approach was built upon a base of an integrated faculty structure from 2005 and realised in 2010 as an associated development with the new Science and Engineering Centre (SEC). Evaluation through student feedback surveys for practical activities, utilisation rate statistics and uptake by academic and technical staff indicate a very positive outcome. DISCUSSION Resulting from this implementation has been increased satisfaction by students, creation of social learning and connecting space and an environment that meets the needs and challenges of active, collaborative and group learning pedagogies. Academic staff are supported, technical operations are efficient and laboratories are effectively utilised. RECOMMENDATIONS/IMPLICATIONS/CONCLUSION Future opportunities for continuous improvement are evident in using the student feedback to rectify faults and improve equipment, environment and process. The model is easily articulated and visible to other interested parties to contribute to sector wide development of learning spaces.

Parallel developments in aprotic and protic ionic liquids : physical chemistry and applications

This Account covers research dating from the early 1960s in the field of low-melting molten salts and hydrates,which has recently become popular under the rubric of “ionic liquids”. It covers understanding gained in the principal author’s laboratories (initially in Australia, but mostly in the U.S.A.) from spectroscopic, dynamic, and thermodynamic studies and includes recent applications of this understanding in the fields of energy conversion and biopreservation. Both protic and aprotic varieties of ionic liquids are included, but recent studies have focused on the protic class because of the special applications made possible by the highly variable proton activities available in these liquids.

Comparison of physical properties of two exogenous surfactants: new parameter.

The pulmonary surfactant has essential physical properties for normal lung function. The most important property is the surface tension. In this work, it was evaluated the surface tension of two commercial exogenous surfactants used in surfactant replacement therapy, poractant alfa (Curosurf, Chiesi Farmaceuticals, Italy) and beractant (Survanta, Abbott Laboratories, USA) using new parameters. A Langmuir film balance (Minitrough, KSV Instruments, Finland) was used to measure surface tension of poractant alfa and beractant samples. For both samples, we prepared a solution of 1 mg/m dissolved in chloroform (100π`), which was applied over a subphase of milli-Q water (175 ml) in the chamber of the balance. The chamber has two moving barriers that can change its surface area between a maximal value of 112.5 cm 2 , and a minimal value of 22.5 cm 2, defining a balance cycle. Each surfactant had its surface tension evaluated during 20 balance cycles for three times. Four quantities were calculated from the experiment: Minimum Surface Tension (MTS), defined as the surface tension at minimal surface area during the first cycle; Mean Work Cycle (MWC), defined as the mean hysteresis area of the measured surface tension curve of the last 16 balance cycles; Critical Active Surface Area in Compression (CASAC) or in Expansion (CASAE), defined as the maximal chamber area where the surfactant is active on the surface in compression or expansion. The t-test was applied to verify for statistical significance of the results. Comproved with the MST is the same reported in literature, the differences between MWC, CASAC, and CASAE were statistically significant (p<0.001). The MWC, CASAC and CASAE were higher for poractant alfa than for beractant. A higher MWC for poractant alfa means higher elastic recoil of the lung in comparison with beractant. Using a different methodology, our results showed that poractant alfa is probably more effective in a surfactant replacement therapy than beractant due the use of poractant alfa in relation to the use of beractant in preterm infants with Respiratory Distress Syndrome (RDS).