No description available.

The problem of surface area and particle size determination has been examined. A survey of the methods for measuring the surface areas and average sizes of aggregates of fine particles was made and a method selected for Improvement. An apparatus employing the principles of fine particle measurement established in turbidimetry was constructed. Experimental work with the apparatus was conducted in an attempt to establish a single method of particle size measurement. The results warrant the conclusion that the apparatus will measure average surface diameters of single component materials, constant assaying materials, and mixtures containing one semi-transparent material. A value for the relative surface area of these materials can also be determined. / Applied Science, Faculty of / Mining Engineering, Keevil Institute of / Graduate

No description available.

No description available.

Call number: LD2668 .T4 1979 D465 / Master of Science

The purpose of this study was to examine the effect of using Lakatos’ heuristic method to teach the surface area of the cone (SAC) on students’ learning. The Lakatos (1976) heuristic framework and the Oh (2010) model of “the enhanced-conflict map” were employed as framework for the study. The first research question examined the impact of the Lakatosian heuristic method on students’ learning of the SAC, which was addressed in three sub-questions: the impact of the method on the students’ achievement, the impact of the method on their conceptual learning and the impact of the method on their higher order thinking skills. The second question examined whether the heuristic method of teaching the SAC helped students to sustain their learning better than the traditional method (Euclidean method). The third question examined whether the heuristic method of teaching SAC could change students’ readiness level, according to Bloom’s taxonomy. A pre-test and post-test quasi-experimental research design was used in the study that involved a total of 198 Grade 11 students (98 in the experimental group and 100 in the control group) from two schools in Cyprus. The instruments used for data collection were cognitive tests, lesson observations (video-recorded), interviews and questionnaire. Data was analysed using inferential statistics and the Oh (2010) model of the enhanced conflict map. Student achievement within time was the dependent variable and the method of training the independent variable. Therefore, time was the “within” factor and each group was measured three times (pre-test, post-test and delayed). The differences in students’ achievement within each group over time were examined. Results indicated that the average mean score achievement of the students in the experimental group was double that of the students in the control group. The Jun- Young Oh’s model of the enhanced conflict map showed that students in both groups changed from alternative conceptions to scientific conceptions with the experimental group showing greater improvement. It was also observed that from the post-test to delayed test, the Lakatosian method of teaching the SAC has a significant positive effect on students’ achievement at all levels of Bloom’s taxonomy, especially at the higher order thinking (HOT) levels (application and analysis-synthesis levels) as compared to the Euclidean method of teaching. In addition, the Lakatosian method helped the students to sustain their learning over time better than the Euclidean method did and also helped them to change their readiness level, especially at the HOT levels. The Lakatosian method helped students to foster skills that promote active learning. Of great importance was the use of mathematical language, as well as, the enhanced perception in the experimental group in comparison with the control group, through the use of the Lakatosian method. The results of this study are promising. It is recommended that pre-service teachers should be trained on how to effectively implement the Lakatosian heuristic method in their teaching. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))

The purpose of this study was to examine the effect of using Lakatos’ heuristic method to teach the surface area of the cone (SAC) on students’ learning. The Lakatos (1976) heuristic framework and the Oh (2010) model of “the enhanced-conflict map” were employed as framework for the study. The first research question examined the impact of the Lakatosian heuristic method on students’ learning of the SAC, which was addressed in three sub-questions: the impact of the method on the students’ achievement, the impact of the method on their conceptual learning and the impact of the method on their higher order thinking skills. The second question examined whether the heuristic method of teaching the SAC helped students to sustain their learning better than the traditional method (Euclidean method). The third question examined whether the heuristic method of teaching SAC could change students’ readiness level, according to Bloom’s taxonomy. A pre-test and post-test quasi-experimental research design was used in the study that involved a total of 198 Grade 11 students (98 in the experimental group and 100 in the control group) from two schools in Cyprus. The instruments used for data collection were cognitive tests, lesson observations (video-recorded), interviews and questionnaire. Data was analysed using inferential statistics and the Oh (2010) model of the enhanced conflict map. Student achievement within time was the dependent variable and the method of training the independent variable. Therefore, time was the “within” factor and each group was measured three times (pre-test, post-test and delayed). The differences in students’ achievement within each group over time were examined. Results indicated that the average mean score achievement of the students in the experimental group was double that of the students in the control group. The Jun- Young Oh’s model of the enhanced conflict map showed that students in both groups changed from alternative conceptions to scientific conceptions with the experimental group showing greater improvement. It was also observed that from the post-test to delayed test, the Lakatosian method of teaching the SAC has a significant positive effect on students’ achievement at all levels of Bloom’s taxonomy, especially at the higher order thinking (HOT) levels (application and analysis-synthesis levels) as compared to the Euclidean method of teaching. In addition, the Lakatosian method helped the students to sustain their learning over time better than the Euclidean method did and also helped them to change their readiness level, especially at the HOT levels. The Lakatosian method helped students to foster skills that promote active learning. Of great importance was the use of mathematical language, as well as, the enhanced perception in the experimental group in comparison with the control group, through the use of the Lakatosian method. The results of this study are promising. It is recommended that pre-service teachers should be trained on how to effectively implement the Lakatosian heuristic method in their teaching. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))

Made available in DSpace on 2016-06-02T20:02:53Z (GMT). No. of bitstreams: 1 5649.pdf: 10966324 bytes, checksum: f6b3c2eb22b9165966dab0fa4763fada (MD5) Previous issue date: 2013-11-05 / The objective of this research is to analyze and evaluate methodological developments proposed for the teaching of geometry, in public school in the State of São Paulo in the high school level in recent decades. We elaborate a proposal of a didactic sequence using manipulative objects, assisting the teacher of mathematics at the construction of concepts of areas and volumes. / O objetivo desta pesquisa é analisar e avaliar as evoluções metodológicas propostas para o Ensino de Geometria, na Escola Pública do Estado de São Paulo no nível do Ensino Médio, nas últimas décadas. Elaboramos uma proposta de uma sequência didática utilizando objetos manipulativos, auxiliando o professor de matemática na construção dos conceitos de áreas e volumes.

In this thesis, patterning methods to fabricate various functional particle patterns on substrates were developed, with the main aim of modifying the properties and functions of the substrates. Two classes of model substrates were selected; topographically patterned and smooth substrates. For the first model system, i.e., topographically patterned substrates, replication molding was used to topographically pattern substrates of different materials. The topographically patterned substrates, including TiO2, block-copolymer substrates (PS-b-P2VP and PS-b-P4VP), and microrings (TiO2 and Au), were then used to assemble silica (SiO2) microparticles for functional applications. By the assembly of microparticles on topographically patterned substrates, the wettability of the former could be reversibly switched from hydrophobic to hydrophilic. Moreover, a platform for the preparation of Janus particles by orthogonal functionalization of the top and bottom sides of microparticles assembled on topographically patterned substrates was developed. Clusters of superparamagnetic nanoparticles were stamped on the second class of model substrates, i.e., smooth silanized silicon substrates. A capillary stamping approach combined with an external permanent magnetic field or electromagnets was realized to print magnetic nanoparticle-based inks. In this way, ordered arrays of clusters of magnetic nanoparticles were produced.