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In the present study, the Electromechanical Therapeutic Apparatus was examined to determine the extent to which its repeated use can influence intellectual performance and mood state. The Electromechanical Therapeutic Apparatus is a device designed to mildly stimulate the body and brain, while facilitating relaxation. Its three components include a rotating platform-bed; a weak, extremely-low-frequency, external-electric field; and music. In the present study, three groups were contrasted, a music-only group which served as a placebo; a group which combined motion-vestibular stimulation and music; and a group which combined motion-vestibular stimulation and music with an externalelectric field. The sample included 33 randomly selected men and women whose average age was 34.6 years.

The study investigated the impact of computer simulations on the teaching and learning of electromagnetism in grade 11. Electromagnetism is a section of the Physical Science curriculum. Two grade 11 classes in the Mgwenya circuit in Mpumalanga province of South Africa were used as a case study. Using a pre-test, post-test non-equivalent control group design, it was found that learners in the experimental group (n = 30) who were taught using the simulations achieved significantly higher scores on the post-test than learners in the control group (n = 35) who were taught using traditional teacher-centred teaching method; (t statistic = 3.582, df = 56, p<0.05). Learners were more active during the lessons, predicting, observing, discussing and explaining concepts. The use of simulations also provided support (scaffolding) that the learners need to enhance learning. The Hake’s normalized gain for the experimental group <g> = 0.32 compared to <g> = 0.18 for the control group confirmed conceptual improvement. Both teachers and learners indicated that they accept the use of computer simulations in teaching and learning of electromagnetism. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education)

The study investigated the impact of computer simulations on the teaching and learning of electromagnetism in grade 11. Electromagnetism is a section of the Physical Science curriculum. Two grade 11 classes in the Mgwenya circuit in Mpumalanga province of South Africa were used as a case study. Using a pre-test, post-test non-equivalent control group design, it was found that learners in the experimental group (n = 30) who were taught using the simulations achieved significantly higher scores on the post-test than learners in the control group (n = 35) who were taught using traditional teacher-centred teaching method; (t statistic = 3.582, df = 56, p<0.05). Learners were more active during the lessons, predicting, observing, discussing and explaining concepts. The use of simulations also provided support (scaffolding) that the learners need to enhance learning. The Hake’s normalized gain for the experimental group <g> = 0.32 compared to <g> = 0.18 for the control group confirmed conceptual improvement. Both teachers and learners indicated that they accept the use of computer simulations in teaching and learning of electromagnetism. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education)

Orientador: Cesar José Bonjuani Pagan / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação / Made available in DSpace on 2018-08-20T02:16:17Z (GMT). No. of bitstreams: 1 TrindadedeOliveira_Murilo_M.pdf: 8021703 bytes, checksum: 3faa29c4fb8fec84d66f98a7389ed1b5 (MD5) Previous issue date: 2012 / Resumo: Nesta dissertação propomos a análise de uma idealização estabelecida dentro da teoria eletromagnética. A partir de Um Tratado sobre Eletricidade e Magnetismo, James C. Maxwell expõe alguns conceitos físicos relativos ao aterramento elétrico em condutores. Assim, ele estima que a presença de um fio condutor que estabelece a conexão entre um corpo condutor e outro, ou mesmo ao terra elétrico, perturba as características do sistema envolvido (carga, potencial e campo elétrico). Desse modo, Maxwell preconiza que para sistemas teóricos ou idealizados, quão indefinidamente fino seja o fio, indefinidamente menor será a perturbação gerada. A contextualização de uma idealização física dentro do ensino da teoria eletromagnética, especialmente para um curso de engenharia, é necessária no intuito de enfatizar as diferenças entre modelos reais e teóricos, uma vez também que os estudantes destes cursos devem estar interessados no desenvolvimento prático dos conceitos apreendidos em sala de aula. Nesse sentido, quando tratamos do método das imagens, especificamente para o problema de uma carga na presença de um condutor esférico aterrado, temos a oportunidade de explorar os limites de um modelo teórico, delimitando quais nuances podem aproximá-lo de uma aplicação no mundo real. Em vista disso, notamos que a maioria dos livros didáticos usados no ensino do eletromagnetismo, quando lidam com o problema do aterramento da esfera, simplesmente negligenciam a questão suscitada por Maxwell, de modo a transformar o problema em um exercício puramente matemático, sem necessidade de explicar os fundamentos físicos que sustentam a solução do problema. Portanto, o intuito do presente trabalho é desenvolver um modelo cuja solução defina o comportamento físico para ambos os casos (levando em consideração ou não a existência da conexão da esfera com o terra elétrico), bem como verificar os limites deste modelo teórico / Abstract: In this work, we propose the analysis about an idealized established within electromagnetic theory. From A Treatise on Electricity and Magnetism, James C. Maxwell presents some physical concepts related to electrical conductors grounded. In this direction, he estimates that the presence of a straight metallic wire which establishes the connection between a conducting body and another, or even to electrical ground, disturbs the properties of the system involved (charge, potential and electric field). Thus, Maxwell preconize for theoretical or idealized systems, how indefinitely thin is the wire, indefinitely lower is the disturbance created. The context of a physical idealization into the teaching of electromagnetic theory, especially for an engineering degree is required in order to emphasize the differences between real and theoretical models, since the students of these courses should be also interested in the practical development of the concepts learned in the classroom. In this sense, when we discussed the method of images, specifically to the problem of a charge point charge in the presence of a grounded conducting sphere, we have the opportunity to explore the limits of a theoretical model, outlining which nuances can approach it to a real world application. In view of this, we note that most of the textbooks used in teaching electromagnetism, when deals with the problem of grounded sphere, they simply neglect the issue raised by Maxwell. In order to transform the problem into a purely mathematical exercise, without to explain the physical foundations that support the solution of the problem. Therefore, the aim of this work is to develop a model whose solution defines the physical behavior for both cases (taking into account or not the existence of a connection of the sphere with the electrical ground), and to verify the limits of this theoretical model / Mestrado / Eletrônica, Microeletrônica e Optoeletrônica / Mestre em Engenharia Elétrica

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This licentiate thesis describes an investigation of participation and achievement in undergraduate physics courses with a discourse analytical lens. Issues of unequal participation have been a growing concern for the physics education research community. At the same time, these issues have not been explored to any large extent using already developed theoretical tools from fields of social science and humanities. This thesis builds on earlier studies in physics education research but crosses disciplinary boundaries to bring in perspectives from gender studies. The two papers use a discourse theoretical framework to explore what it might mean to participate in physics, whether that is one’s primary subject or not, in courses in electromagnetism and quantum physics. A general conclusion that can be drawn from these empirical studies is that physics courses may often be taught from a narrow physics perspective, and that this may limit the possibilities for identification for many students. For instance, engineering students whose main area was not physics failed to see much significance in studying electromagnetism and then just “studied to pass”. Additionally, students on physics programmes may find that the limited positions in quantum physics which can be characterized as mainly focused on “calculating”, are hard to reconcile with their interest in physics. Using a discourse perspective, I broaden this critique to a discussion of the culture of physics: What does it mean to become a physicist and what physics culture follows from different “productions” of physicists? These results inform continued research in physics education by raising issues of identity and providing critical frameworks for exploring them. They also point to the importance of including broad views of physics in courses. Critically examining participation in physics, this thesis aims at widening the discussion and provide new ways to talk about these issues in physics education research.

Thesis (MScEng (Electrical and Electronic Engineering))--Stellenbosch University, 2007. / The finite element method is a very efficient numerical tool to solve geometrically complex problems in electromagnetics. Traditionally the method is applied to bounded domain problems, but it can also be forged to solve unbounded domain problems using one of various mesh termination schemes. A scalar finite element solution to a typical unbounded two-dimensional problem is presented and the need for a proper mesh termination scheme is motivated. Different such schemes, specifically absorbing boundary conditions, the finite element boundary integral method and infinite elements, are formulated and implemented. These schemes are directly compared using different criteria, especially solution accuracy and computational efficiency. A vector finite element solution in three dimensions is also discussed and a new type of infinite element compatible with tetrahedral vector finite elements is presented. The performance of this infinite element is compared to that of a first order absorbing boundary condition.

L'utilisation croissante d'appareils électroniques et la multiplicité des sources de perturbation ont conduit à l'étude de nouveaux moyens d'essais permettant d'améliorer la répétitivité des mesures en Compatibilité ElectroMagnétique (CEM), en particulier aux fréquences supérieures au GigaHertz. Dans ce contexte, la Chambre Réverbérente à Brassage de Modes (CRBM) représente un outil attractif, tant au niveau des mesures en immunité qu'en émission. Cependant, de nombreuses questions restent encore ouvertes quand au comportement des CRBM, en présence ou non de l'équipement sous test : les travaux représentés dans ce mémoire ont pour but d'apporter une contribution au volet probabiliste de l'étude du champ électromagnétique en CRBM

Le travail de recherche proposé est relatif au suivi de la consommation par usage afin que les clients puissent mieux maîtriser leurs consommations électriques. Ce projet de recherche consiste à identifier les charges électriques en milieu domestique à partir des mesures non intrusives faites au niveau du compteur électrique. Les informations relevées et traitées sont les courants et les tensions. Nous avons proposé une méthode innovante et performante d'identification, c'est la méthode de Matrix Pencil. Elle s'adapte à la fois aux parties transitoires que permanentes des signatures traitées. Nous proposons deux voies d'investigations complémentaires en basses fréquences et en hautes fréquences auxquelles on appliquera la méthode de Matrix Pencil pour caractériser chaque charge par un ensemble de pôles et de résidus tant en régime transitoire qu'en régime permanent. Cette technique d'identification a été implantée dans le prototype de compteur électrique réalisant les fonctions de reconnaissance et d'identification des signatures. La conception et la réalisation du prototype ont été suivies par la validation de la fonction d'identification et de reconnaissance des usages dans une maison témoin. La capacité d'identification et le niveau du taux d'erreur sont très satisfaisants. Une éventuelle amélioration technologique permettra dans le futur de réaliser une meilleure identification.