Signs, curls, and time variations: learning to appreciate Faraday’s law

In this article, we present the analysis of a study on the development of conceptual understanding of dynamic electromagnetic fields of electrical engineering students in Finland. The focus of the study was teaching and understanding of Faraday’s law. A coil with two light-emitting diodes and a strong permanent magnet were used with which the induced electromotive force could be made visible. However, the field and flux directions, temporal changes, and topological constellations within this setting determine in a subtle manner the character of the resulting electric effect. The demonstration was used on electromagnetic field theory classes at Aalto University, Finland, to assess the conceptual understanding of the students. Drawing from the Peer Instruction principle, the students were asked to fill in a questionnaire concerning this experiment, first on their own, and once again after discussing with their neighbors in the classroom. They were asked about the direction of the electric force and the confidence of their answer. The results show that the answer is not very obvious: students tend to vote for the wrong answer. The Peer Instruction discussion greatly improves the situation. Also, the confidence of the students increases thanks to the discussion period with neighbors. The results, however, seem to be somewhat sensitive to the exact constellation and the administration of the experiment

Haploinsufficiency of the NF1 gene is associated with protection against diabetes

Abstract Background The hereditary predisposition to diabetes is only partially explained by genes identified so far. Neurofibromatosis type 1 (NF1) is a rare monogenic dominant syndrome caused by aberrations of the NF1 gene. Here, we used a cohort of 1410 patients with NF1 to study the association of the NF1 gene with type 1 (T1D) and type 2 diabetes (T2D). Methods A total of 1410 patients were confirmed to fulfil the National Institutes of Health diagnostic criteria for NF1 by individually reviewing their medical records. The patients with NF1 were compared with 14 017 controls matched for age, sex and area of residence as well as 1881 non-­NF1 siblings of the patients with NF1. Register-based information on purchases of antidiabetic medication and hospital encounters related to diabetes were retrieved. The Cox proportional hazards model was used to calculate the relative risk for diabetes in NF1. Results Patients with NF1 showed a lower rate of T2D when compared with a 10-fold control cohort (HR 0.27, 95% CI 0.17 to 0.43) or with their siblings without NF1 (HR 0.28, 95% CI 0.16 to 0.47). The estimates remained practically unchanged after adjusting the analyses for history of obesity and dyslipidaemias. The rate of T1D in NF1 was decreased although statistically nonsignificantly (HR 0.58, 95% CI 0.27 to 1.25). Conclusion Haploinsufficiency of the NF1 gene may protect against T2D and probably T1D. Since NF1 negatively regulates the Ras signalling pathway, the results suggest that the Ras pathway may be involved in the pathogenesis of diabetes.</p

Signs, curls, and time variations: learning to appreciate Faraday’s law

In this article, we present the analysis of a study on the development of conceptual understanding of dynamic electromagnetic fields of electrical engineering students in Finland. The focus of the study was teaching and understanding of Faraday’s law. A coil with two light-emitting diodes and a strong permanent magnet were used with which the induced electromotive force could be made visible. However, the field and flux directions, temporal changes, and topological constellations within this setting determine in a subtle manner the character of the resulting electric effect. The demonstration was used on electromagnetic field theory classes at Aalto University, Finland, to assess the conceptual understanding of the students. Drawing from the Peer Instruction principle, the students were asked to fill in a questionnaire concerning this experiment, first on their own, and once again after discussing with their neighbors in the classroom. They were asked about the direction of the electric force and the confidence of their answer. The results show that the answer is not very obvious: students tend to vote for the wrong answer. The Peer Instruction discussion greatly improves the situation. Also, the confidence of the students increases thanks to the discussion period with neighbors. The results, however, seem to be somewhat sensitive to the exact constellation and the administration of the experiment