Dynamical Software and the Derivative Concept

2013 ◽  
pp. 153-166
Author(s):  
Ljubica Dikovic
Keyword(s):  
Conceptual Understanding ◽  
Critical Points ◽  
Standard Approach ◽  
Integral Calculus ◽  
The Subject ◽  
Derivative Concept

Modern teaching trends impose the need of spending less time on the manipulative approach to differential and integral calculus, putting the accent on the conceptual understanding of the subject. This chapter presents the standard approach and method used to teach the derivative of a function and indicates some critical points in the teaching of the derivative, offering, at the same time, suggestions for overcoming them. As a supplement, the author gives e-resources that can make possible the implementation of a stimulating, visual, dynamic, and broadened method for teaching the derivative of a function.

Dynamical Software and the Derivative Concept

2015 ◽  
pp. 257-266
Author(s):  
Ljubica Dikovic
Keyword(s):  
Conceptual Understanding ◽  
Critical Points ◽  
Standard Approach ◽  
Integral Calculus ◽  
The Subject ◽  
Derivative Concept

Modern teaching trends impose the need of spending less time on the manipulative approach to differential and integral calculus, putting the accent on the conceptual understanding of the subject. This chapter presents the standard approach and method used to teach the derivative of a function and indicates some critical points in the teaching of the derivative, offering, at the same time, suggestions for overcoming them. As a supplement, the author gives e-resources that can make possible the implementation of a stimulating, visual, dynamic, and broadened method for teaching the derivative of a function.

The relationship of the scleractinian corals to the rugose corals

Paleobiology ◽  
1980 ◽  
Vol 6 (02) ◽  
pp. 146-160 ◽  
Author(s):  
William A. Oliver
Keyword(s):  
Critical Points ◽  
Scleractinian Corals ◽  
Convincing Evidence ◽  
Early Triassic ◽  
Rugose Corals ◽  
History Of ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Biologic Factors

The Mesozoic-Cenozoic coral Order Scleractinia has been suggested to have originated or evolved (1) by direct descent from the Paleozoic Order Rugosa or (2) by the development of a skeleton in members of one of the anemone groups that probably have existed throughout Phanerozoic time. In spite of much work on the subject, advocates of the direct descent hypothesis have failed to find convincing evidence of this relationship. Critical points are:(1) Rugosan septal insertion is serial; Scleractinian insertion is cyclic; no intermediate stages have been demonstrated. Apparent intermediates are Scleractinia having bilateral cyclic insertion or teratological Rugosa.(2) There is convincing evidence that the skeletons of many Rugosa were calcitic and none are known to be or to have been aragonitic. In contrast, the skeletons of all living Scleractinia are aragonitic and there is evidence that fossil Scleractinia were aragonitic also. The mineralogic difference is almost certainly due to intrinsic biologic factors.(3) No early Triassic corals of either group are known. This fact is not compelling (by itself) but is important in connection with points 1 and 2, because, given direct descent, both changes took place during this only stage in the history of the two groups in which there are no known corals.

Teaching Resilience to People With Visual Disabilities

2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Inger Solange Maitta Rosado ◽  
Jenmer Maricela Pinargote Ortega ◽  
Eva Alcivar Medranda ◽  
Elisa Ximena Coello Basurto
Keyword(s):  
Visual Impairment ◽  
Conceptual Understanding ◽  
Conceptual Analysis ◽  
Psychological Support ◽  
Visual Disability ◽  
Visual Disabilities ◽  
The Subject ◽  
Technical University

The objective of the research is to develop resilience in people with visual disabilities at the Technical University of Manabí. The work offers a conceptual analysis on visual disability in students. It deals with what is related to the conceptual understanding of resilience, where several authors who have studied the subject are analyzed. The resilient capacity of students with visual impairment and the importance of psychological support is analyzed. The importance of the intervention in resilience is exposed, where the content of the Manual of Intervention in Resilience of Eugenio Saavedra 2011 is analyzed. The results of the measurement of resilience are shown in the students of the Technical University of Manabí who suffer from a visual disability and the situation that could be verified after applying the work of training in resilience to said personnel. Finally, the conclusions of the work are exposed, where the relevance of the study is demonstrated and a group of recommendations is made based on the importance of the results obtained in the research.

scholarly journals The Effectivenes of Modeling Instruction Learning on Students’ Conceptual Understanding of Rotational Dynamic

2020 ◽  
Vol 10 (2) ◽  
pp. 158
Author(s):  
Sherly Verlinda ◽  
Sutopo Sutopo ◽  
Eny Latifah
Keyword(s):  
Rigid Body ◽  
Conceptual Understanding ◽  
Mixed Method ◽  
Cognitive Model ◽  
Constructivist Theory ◽  
Develop Model ◽  
Modeling Instruction ◽  
The Subject ◽  
Rigid Body Mechanics ◽  
Multiple Choice Items

Rotational Dynamics is one of the physics topics which is quite difficult for students. Several previous studies showed students’ difficulties on this topic, one of which is the aspect of students’ conceptual understanding. Modeling instruction is the effective approach to improve students’ understanding. This model is in line with constructivist theory and cognitive model theory. This research aimed to examine the effectiveness of modeling instruction that we developed to improve students' conceptual understanding of rigid body mechanics, where the knowledge of particle mechanics serve as anchor or bridging to develop model of rigid body. This research used mixed method with embedded experimental design. It used one group pretest-posttest design and involved 65 students of a high school in Malang as the subject. Data were gathered using test consisting of 17 multiple-choice items with explanation. The students’ scores were analyzed quantitatively using t-test and N-gain to measure the improvement of students’ understanding, while the students' reasons were analyzed qualitatively. The results showed the average students’ score increased from 1.62 to 9.92 with N-gain of 0.54 (in upper medium category). We concluded that the modeling instruction was effective to improve students’ conceptual understanding.

Mathematical Background

1993 ◽  
Author(s):  
Greg M. Anderson ◽  
David A. Crerar
Keyword(s):  
Free Energy ◽  
Real World ◽  
First Principles ◽  
Mathematical Language ◽  
Integral Calculus ◽  
The Road ◽  
Mathematical Background ◽  
The Subject ◽  
The Relationship ◽  
Theoretical Side

Thermodynamics, like other sciences, has a theoretical side, expressed in mathematical language, and a practical side, in which experiments are performed to produce the physical data required and interpreted by the theoretical side. The mathematical side of thermodynamics is simple and elegant and is easily derived from first principles. This might lead to the conclusion that thermodynamics is a simple subject, one that can be easily absorbed early in one's education before going on to more challenging and interesting topics. This is true, if by learning thermodynamics one means learning to manipulate its equations and variables and showing their interrelationships. But for most students the subject is actually far from simple, and for professors it is a considerable challenge to present the necessary material intelligibly. The equations and the variables are somehow related to the real world of beakers and solutions, fuels and engines, rocks and minerals, and it is this interface that provides most of the difficulties. What do variables such as entropy and free energy really mean, and what physical processes do the equations describe? The difficulty in understanding and using thermodynamics is conceptual, not mathematical. We will attempt to explain the relationship between the mathematical and the physical sides of thermodynamics, but it is advisable first to review the mathematics involved and subsequently to define the terms used in thermodynamics. The mathematics required for thermodynamics consists for the most part of nothing more complex than differential and integral calculus. However, several aspects of the subject can be presented in various ways that are either more or less mathematically based, and the "best" way for various individuals depends on their mathematical background. The more mathematical treatments are elegant, concise, and satisfying to some people, and too abstract and divorced from reality for others. In this book we attempt to steer a middle-of-the-road course. We review in the first part of this chapter those aspects of mathematics that are absolutely essential to an understanding of thermodynamics. The chapter closes with mathematical topics that, although not essential, do help in understanding certain aspects of thermodynamics.

Identifying the Context of the Presentation

2009 ◽  
Author(s):  
Cigdem Issever ◽  
Ken Peach
Keyword(s):  
Graduate Students ◽  
Summer School ◽  
The Other ◽  
Standard Approach ◽  
First Year ◽  
Introductory Course ◽  
The Subject ◽  
Postdoctoral Researchers ◽  
Insight Into ◽  
Social Programme

The context of a presentation determines, or should determine, how you approach its preparation. The context includes many things, the audience, the purpose of the presentation, the occasion, what precedes the presentation and what follows from it. It will define what you expect from the audience, and will influence how you prepare yourself for the talk. A simple example. Suppose that you have been invited to give a series of lectures at a summer school. What more do you need to know, other than the topic? Here are a few of the questions that you need to have answered before you can start planning the course. 1. Is it an introductory course aimed at graduate students in their first year, or is it an advanced course more suited to graduates in their final year and young postdoctoral researchers? 2. Are the participants expected to ask questions during the lecture, or wait until the end? 3. Will there be any problem classes or discussion sessions? 4. Will lecture notes be handed out to participants before or after the lecture? 5. Will the proceedings be published, and if so, when? 6. What are the other lecture courses going to cover? 7. Will the basic theory already have been covered, or are they expected to know it already, or should you spend half of the first lecture going over it, just in case some have not seen it before? 8. If it is your job to give the basic introductory lectures, should you follow the standard approach in the usual text books, or should you assume that they have already covered that ground and try to give them more insight into the subject? 9. Will any of the lectures that come later in the school make any assumptions about what they have learned in your lectures? 10. Is there a social programme? If so, are you expected to participate in the activities and discuss the subject informally with the participants (which, from our experience, is always much appreciated), or can you spend most of the time in your room writing the next lecture?

scholarly journals XVI.—Observations on the Question of the Spot at which Cæsar landed, as affected by the Communication received from the Admiralty on the Tides in the Channel

Archaeologia ◽  
1864 ◽  
Vol 39 (2) ◽  
pp. 303-308
Author(s):  
G. B. Airy
Keyword(s):  
Critical Points ◽  
History Of ◽  
The Subject

Having been invited to address to the Society any remarks which might occur to me on the subject of the communication from the Admiralty, I would first observe that the result of this investigation proves the great advantage of the course pursued by the President and Council, namely, that of referring to official authority for the determination of critical points applying to the question at issue. The Society have expressed so fully their sense of the liberality and courtesy of the First Lord and the Board of Admiralty, and the care bestowed on this matter by the Hydrographer, that it is needless for me to speak on that subject. I will therefore proceed to advert lightly to the history of these investigations, and state how the hydrographical inquiry undertaken by the Admiralty bears upon the matter.

scholarly journals A further account of the feeding mechanism of chirocephalus diaphanus

1935 ◽  
Vol 117 (806) ◽  
pp. 455-470 ◽  
Keyword(s):  
Critical Points ◽  
The Other ◽  
Morphological Evidence ◽  
Feeding Mechanism ◽  
New Ideas ◽  
The Subject ◽  
Chirocephalus Diaphanus

During the last ten years Professor Storch and I have published a series of papers on the feeding mechanism of the Branchiopoda. While we agree on the whole and support the views of the earlier workers, Lundblad and Naumann, there are certain fundamental points on which we differ. Last year I published a lengthy descriptive and comparative paper on the subject which summarized the position of the problem as I saw it at the date of its publication, June 20, 1933. Since then two papers have appeared, one by Lowndes (1933) on the feeding mechanism of Chirocephalus , and the other by Eriksson (1934) on the feeding mechanism of the Branchiopoda, in neither of which, unfortunately, is any reference made to my last paper. This would have been of little consequence if these scientists had accepted the views of other workers, but as they both put forward entirely novel ideas the publication of their papers can only lead to confusion in a problem which is already extremely difficult to follow. Lowndes’s paper is relatively short and makes little reference to previous work—in fact, Storch’s work is ignored except for the inclusion of two of his papers in the literature list. The treatment of the problem is that of statement of new ideas with little, if any, argument as to why my views are incorrect and often, and on the most critical points, without any experimental or morphological evidence.

scholarly journals Analysis and evaluation of students' results in the subject of Mathematics for Technicians

2020 ◽  
Vol 6 (2) ◽  
pp. 80-87
Author(s):  
Vladimír Matušek ◽  
Eva Matušeková
Keyword(s):  
Definite Integral ◽  
Test Results ◽  
Integral Calculus ◽  
Main Hypothesis ◽  
Analysis And Evaluation ◽  
The Subject

Integral calculus is a branch of mathematics concerned with the determination, properties, and application of integrals. It is predominantly used in technical applications. Technical engineers, statics, physicists and others use it in their calculations on practice. There was a requirement from practice for technical universities to include integral calculus in their curricula. The subject Mathematics for Technicians is taught at the Department of Mathematics, the Slovak University of Agriculture in Nitra. The content of this subject is to teach its students to calculate indefinite and definite integral. Our research analysed students' knowledge in counting indefinite and definite integral. We used the methodology of evaluation and comparison of test results taken in the 8th week of the term and at the end of the term. The main hypothesis saying that the results of students’ tests taken at the end of the term are better that those taken in the mid- term has confirmed to be correct.

scholarly journals The Use of Bloom’s Taxonomy to Inform Students’ Cognitive Levels

2016 ◽  
Vol 3 (3) ◽  
pp. 1
Author(s):  
Siti Nursaila Alias ◽  
Faridah Ibrahim
Keyword(s):  
Social Science ◽  
Conceptual Understanding ◽  
Bloom's Taxonomy ◽  
Newton's Law ◽  
Bloom’S Taxonomy ◽  
Newton’S Law ◽  
Cognitive Levels ◽  
The Subject ◽  
The Mean ◽  
Spss Software

To improve students’ conceptual understanding depends on the question types asked by the teachers. This paper investigates to examine form four students’ cognitive levels in Newton’s Law based on Bloom’s Taxonomy. The study sample consisted of 189 science stream students from three secondary schools in Kuala Kangsar, Perak. Researcher implemented Newton’s Law questions as instrument to determine the three cognitive levels of the respondent which namely Knowledge, Comprehension and Application. The paper-pencil test was developed and administered on the subject. The data were collected and analyzed using the Statistical Packages for Social Science for Windows release 21 (SPSS Software). The findings show that the mean of the Knowledge, Comprehension and Application level is moderate.

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