Experimental practice and lecture about the working principle of electric motors with electrical measurement and dismantlement －How do electric motors work in practice? －

Experimental practice and lecture entitled “How do electric motors work in practice?” has been offered for middle school students to ascertain the working principle of electric motors. At the first setout, electric motors mounted in all sort of electric devices in our house or on the streets are counted out to impress students how deeply they have penetrated in our daily life. Adopting the Mabuchi FA-130RA electric motor, which you would typically find in a toy, the electric current and the voltage of a motor have been measured. Subsequently the operation principle, how electricity and magnetism work together to spin the motor, and the electric electromotive force which relates to an electric generator have been explained. At the second period, the Mabuchi motors have been disassembled by the students themselves to confirm the structure of an armor, a commutator and blushes to keep a motor spinning. Moreover, by replacing the original ceramic magnets to stronger neodymium magnets, the important relation between strength of the permanent magnet and the rotation speed has been found out experimentally. As questionnaire surveys carried out after the lecture show that 90% of the students get interested in electric motors, the students might experientially comprehend the working principle of electric motors.紀要論文http://purl.org/coar/resource_type/c_650

A practical lecture for elementary school students to promote an awareness of electromagnetic environments

A practical lecture on a trial basis that plainly explains electromagnetic environments concerning cellular phones is carried out for senior students at elementary school who generally begin to use cellular phones. Questionnaire surveys are performed before and after the lecture to figure out the change in consciousness of students about cellular phones and other electromagnetic equipments. After the lecture, it turns out that more than 90 % of the students are aware of the possible hazardous nature of electromagnetic environments concerning cellular phones. It also looks that the most students have the intention to use cellular phones properly with precautionary actions to prevent overexposure of microwave radiation from a standing point of deliberate risk aversion.紀要論文http://purl.org/coar/resource_type/c_650

Development of Instructional Materials and Teaching Plan Regarding Polygraphs

Instructional materials and teaching plans related to polygraphs, which many students vaguely know in real life, were developed to experimentally learn both energy conversion technology and information technology. The purpose of the materials is 1) to understand how to convert a resistance value into a voltage value using a resistance voltage divider, 2) to understand the procedure for digitizing information and AD conversion, and 3) to solve problems by programming. A trial lesson was conducted for 12 university students to verify the developed instructional materials and teaching planning. A questionnaire survey after the lessons showed that the difficulty in making the material was appropriate and it is suitable for understanding electrical circuits and information digitization, and for learning programming.http://purl.org/coar/resource_type/c_650

Clinicopathological characteristics of patients with amyotrophic lateral sclerosis resulting in a totally locked-in state (communication Stage V)

In the present study, we performed a comprehensive analysis to clarify the clinicopathological characteristics of patients with amyotrophic lateral sclerosis (ALS) that had progressed to result in a totally locked-in state (communication Stage V), in which all voluntary movements are lost and communication is impossible. In 11 patients, six had phosphorylated TAR DNA-binding protein 43 (pTDP-43)-immunoreactive (ir) neuronal cytoplasmic inclusions (NCI), two had fused in sarcoma (FUS)-ir NCI, and three had copper/zinc superoxide dismutase (SOD1)-ir NCI. The time from ALS onset to the need for tracheostomy invasive ventilation was less than 24 months in ten patients. Regardless of accumulated protein, all the patients showed common lesions in the pallido-nigro-luysian system, brainstem reticular formation, and cerebellar efferent system, in addition to motor neurons. In patients with pTDP-43-ir NCI, patients with NCI in the hippocampal dentate granule neurons (DG) showed a neuronal loss in the cerebral cortex, and patients without NCI in DG showed a preserved cerebral cortex. By contrast, in patients with FUS-ir NCI, patients with NCI in DG showed a preserved cerebral cortex and patients without NCI in DG showed marked cerebral degeneration. The cerebral cortex of patients with SOD1-ir NCI was preserved. Together, these findings suggest that lesions of the cerebrum are probably not necessary for progression to Stage V. In conclusion, patients with ALS that had progressed to result in communication Stage V showed rapidly-progressed symptoms, and their common lesions could cause the manifestations of communication Stage V.ArticleACTA NEUROPATHOLOGICA COMMUNICATIONS.4:107(2016)journal articl

An Introduction Program of Manufacturing in Compulsory Education Teacher Training Course

「ものづくり概論」は、普通教育におけるものづくり教育の役割とその理論的背景、具体的な授業実践例を紹介するとともに、素材を活かした様々な製作活動を通して、ものづくり活動の教育的有用性を検証する授業として実施している。本論文では、その内容や学生の反応について報告する。紀要論文http://purl.org/coar/resource_type/c_650