Rapid tablet swelling and disintegration during exposure to brightness-mode ultrasound

Japanese Journal of Applied Physics ◽

10.35848/1347-4065/ac467f ◽

2021 ◽

Author(s):

Craig S Carlson ◽

Nicole Anderton ◽

Antje Pohl ◽

Andrew J Smith ◽

Nobuki Kudo ◽

...

Keyword(s):

Speed Of Sound ◽

Half Life ◽

Video Recording ◽

Diagnostic Ultrasound ◽

Interaction Hypothesis ◽

Tablet Disintegration

Abstract Controlled tablet disintegration is useful for chemical consistency checks. This study monitored the swelling of 54 analgesia tablets from two different batches, during 13–6-MHz brightness-mode sonication and simultaneous video recording. The tablets were placed on an acoustic reflector inside a container and sonicated from the top. Sonication shortened the displacement half-life by 17%–27%. During tablet swelling, their speed of sound increased linearly, confirming the linearity of the this process. Diagnostic ultrasound significantly decreased tablet disintegration times, supporting the ultrasound–microbubble interaction hypothesis.

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Lesson Study in Initial Teacher Education to Stimulate the Pedagogical Content Knowledge on the topic of Speed of Sound

Acta Scientiae ◽

10.17648/acta.scientiae.5315 ◽

2020 ◽

Vol 22 (2) ◽

pp. 29-47

Author(s):

Teresa Conceição ◽

Mónica Baptista ◽

João Pedro Da Ponte

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Speed Of Sound ◽

Lesson Study ◽

Participant Observation ◽

Video Recording ◽

Education Programme ◽

Initial Teacher Education ◽

Cooperating Teacher ◽

Pedagogical Content

The lesson study is a collaborative model of teacher professional development originating in Japan, which has received growing international attention. This multifaceted model can be considered from many points of view. This research aims to understand what physics and chemistry pre-service teachers learn, in the domain of the pedagogical content knowledge on the speed of sound, in a lesson study. Participants were all pre-service teachers (three) attending the first year of their initial teaching education programme. The lesson study, had two cycles, took place over the course of twelve sessions and a total of 36 hours of work. The first cycle consisted of ten sessions: the first eight sessions aimed at defining the topic and lesson planning; this was followed by the first research lesson taught by the cooperating teacher; and finally, there was a post-lesson reflection. The second cycle consisted of two sessions; a second research lesson was also taught by the cooperating teacher; and subsequent to this, there was a post-lesson reflection. This is a qualitative and interpretative study. Data were collected from participant observation of all sessions using field notes and video recording, individual interviews and individual written reflections. Results showed that the pre-service teachers developed the pedagogical teacher knowledge (PCK) to teach the topic in the planning phase, when they identified the students’ prior knowledge, which would help them learn the topic, and in the post-lesson reflection sessions, when they discussed strategies that could help students overcome their learning difficulties.

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Enhancing Clinical Supervision Using High-Definition Real-Time Digital Recording, Annotation, and Bluetooth Technology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig11-2018-0020 ◽

2019 ◽

Vol 4 (2) ◽

pp. 356-362

Author(s):

Jennifer W. Means ◽

Casey McCaffrey

Keyword(s):

Graduate Students ◽

Data Collection ◽

Real Time ◽

Clinical Supervision ◽

Video Recording ◽

Advanced Technology ◽

High Definition ◽

Recording Technology ◽

Self Confidence ◽

Additional Data Collection

Purpose The use of real-time recording technology for clinical instruction allows student clinicians to more easily collect data, self-reflect, and move toward independence as supervisors continue to provide continuation of supportive methods. This article discusses how the use of high-definition real-time recording, Bluetooth technology, and embedded annotation may enhance the supervisory process. It also reports results of graduate students' perception of the benefits and satisfaction with the types of technology used. Method Survey data were collected from graduate students about their use and perceived benefits of advanced technology to support supervision during their 1st clinical experience. Results Survey results indicate that students found the use of their video recordings useful for self-evaluation, data collection, and therapy preparation. The students also perceived an increase in self-confidence through the use of the Bluetooth headsets as their supervisors could provide guidance and encouragement without interrupting the flow of their therapy sessions by entering the room to redirect them. Conclusions The use of video recording technology can provide opportunities for students to review: videos of prospective clients they will be treating, their treatment videos for self-assessment purposes, and for additional data collection. Bluetooth technology provides immediate communication between the clinical educator and the student. Students reported that the result of that communication can improve their self-confidence, perceived performance, and subsequent shift toward independence.

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