Stretching a Hanging Chain without Work

2020 ◽  
Vol 02 (02) ◽  
pp. 2050006
Author(s):  
Yuji Kajiyama
Keyword(s):  
Undergraduate Students ◽  
External Force ◽  
Physics Courses ◽  
Qualitative Understanding ◽  
Hanging Chain ◽  
Transcendental Equations ◽  
Mathematical Derivation ◽  
Chain Problem

We study a variation of the hanging chain problem. If one end (or both) of a hanging chain moves with stretching the chain along a path such that an external force(s) supporting the chain does not do any work, what path does the movable end draw? Sketching the path (“the workless curve”) will help students to acquire a qualitative understanding of work. In its mathematical derivation, one has to solve transcendental equations under an approximation including the Lambert [Formula: see text] function. It is suitable for undergraduate students in calculus-based physics courses.

Peer Science Self-Efficacy

2016 ◽  
Vol 25 (3) ◽  
pp. 537-551 ◽  
Author(s):  
Eric D. Deemer ◽  
Laura Reid Marks ◽  
Karen A. Miller
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Science Data ◽  
Physics Courses ◽  
The Hierarchical Structure ◽  
Contextual Support ◽  
Choice Intentions ◽  
The Relationship ◽  
Social Cognitive Career

Social cognitive career theory posits that proximal contextual support variables exert both direct and indirect effects on individuals’ career choice intentions. The purpose of this study was to test this proposition by examining the hierarchical structure of efficacy beliefs and their relations to students’ intentions to pursue careers in science. Data were collected from a sample of undergraduate students ( N = 1,693) recruited from biology, chemistry, and physics courses. Results of multilevel modeling analyses indicated that aggregated peer science self-efficacy (PSSE) perceptions in the classroom were positively predictive of science career intentions (SCIs) while holding constant the Level 1 influence of science self-efficacy. Moreover, science interest was shown to mediate the relationship between PSSE and SCIs. Implications for career development research and practice are discussed.

scholarly journals Undergraduate student’s misconception about projectile motion after learning physics during the Covid-19 pandemic era

2021 ◽  
Vol 2098 (1) ◽  
pp. 012026
Author(s):  
A Defianti ◽  
P Rohmi
Keyword(s):  
Qualitative Research ◽  
Undergraduate Students ◽  
First Year ◽  
Test Results ◽  
Projectile Motion ◽  
Response Index ◽  
Physics Courses ◽  
Additional Question ◽  
Collecting Methods ◽  
Descriptive Method

Abstract This research aimed to describe undergraduate students’ misconception about projectile motion after learning physics during the Covid-19 pandemic era. This research was qualitative research with a descriptive method. The subjects were 52 first-year undergraduate students who took physics courses. Data collecting methods used in this research were a test, questionnaires, and interviews. The test was taken from Physics by Giancoli with an additional question about certainty of response index (CRI). Data from the test were analyzed by categorizing it into lack of knowledge, knowledge of correct concepts, and misconception while open-ended questionnaires and interviews were used to help to clarify the condition. The test results indicated that 5.13% of students in lack knowledge, 28.85% the knowledge of correct concepts, and 66.02% in misconception. The questionnaire responses showed that students learned physics via online meeting with direct instruction model and ask-answer method, exercised with only applied problem (C3), and virtual practicum. The interviews showed that only a few of the students learned physics and responded to the lecturer during the online meeting. The results are that the majority of first-year undergraduate students are in misconception after learning physics during the Covid-19 pandemic era and need remedial learning about projectile motion.

scholarly journals "What is The SI?” A Proposal for an Educational Adjunct to the Redefinition of the International System of Units

2018 ◽  
Vol 123 ◽  
Author(s):  
Neil M. Zimmerman ◽  
David B. Newell
Keyword(s):  
High School ◽  
Undergraduate Students ◽  
International System ◽  
Physics Courses ◽  
System Of Units ◽  
Elementary Charge ◽  
The Subject ◽  
Base Units ◽  
New System ◽  
Constants Of Nature

We discuss how the impending redefinition of the SI system of units might affect the ability of students to understand the link between the units and the new system. The redefinition will no longer define a set of base units, but rather a set of constants of nature, such as the elementary charge, e. We point out that this list of constants need not be the only way to introduce students to the subject, either in class or in textbooks. We suggest an alternative way to introduce high school and undergraduate students to the redefined SI, by suggesting a list of experiments for some units; this list would be completely compatible with the redefined SI, and would have all of the same scientific and technological advantages. We demonstrate by questionnaire results that this alternative is more appealing to students. We hope to spur a discussion amongst teachers regarding this important topic for high school and undergraduate physics courses.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Engaging Undergraduate Students in Child Language Research

2014 ◽  
Vol 17 (1) ◽  
pp. 4-16
Author(s):  
Jade H. Coston ◽  
Corine Myers-Jennings
Keyword(s):  
Undergraduate Students ◽  
Student Growth ◽  
Process Data ◽  
Research Knowledge ◽  
Research Dissemination ◽  
Language Sampling ◽  
Language Research ◽  
Language Sample Analysis ◽  
Turn Taking ◽  
Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

2015 ◽  
Vol 18 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Flora Keshishian ◽  
Rebecca Wiseheart
Keyword(s):  
Qualitative Study ◽  
Undergraduate Students ◽  
Critical Role ◽  
School Setting ◽  
The United States ◽  
Bilingual Students ◽  
Speech Language Pathology ◽  
Diverse Environment ◽  
Language Pathology ◽  
Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

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