Curriculum development in integrated science for form one to form three in Mauritius : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy at Massey University

During the past decade, Integrated Science curricula and courses have mushroomed all over the world. Likewise the Mauritius Integrated Science Project came into existence in 1976. Implied is that this 'new' science course is also a 'better' course. Is it and can it be improved? After retracing the history of Mauritian education and showing how the education system was shackled to the powers that be, mention is made of how the wind of change started blowing over the education system. The birth of M.I.S.P is hailed; its aims and objectives are then discussed. This centres on the meaning of Integrated Science, its composition and where M.I.S.P stands with regard to it. Philosophical concerns for the nature of science, the relevance of science education as well as the social implications of science education,all these concepts are treated at length. It is the thesis of this author that if these three concerns are not taken into consideration in curriculum development work for a science course at primary and secondary education levels, then we would only be scratching the surface. In consequence, an in-depth analysis of the scientific method is called for. How far the M.I.S.P teaching approach diverges from this scientific method is then exposed. Time dichotomy between the process of science and the product of science is fully discussed. It is suggested that school science, based essentially on the product of science, despite teaching approaches to the contrary i.e guided discovery method, will do more harm than good. It is proposed that the process is the all important factor in science education. Learning through science rather than learning Science is upheld to be the goal of science education. Scientific thinking should predominate over scientific knowledge at the level of education under consideration. This is said to have survival value and is viewed as the Education for Tomorrow. Proposal for changes in the structure and contents of M.I.S.P is made. The implementation issue is emphasised, especially in terms of teacher training, and examinations. These two factors are considered essential to the success of M.I.S.P. Otherwise a new orthodoxy will set in

Voltammetric properties of boron carbide electrodes

Imperial Users onl

The Effect Of Hip Position/Configuration On EMG Patterns In Cycling

From the results of previous investigations examining the effect of changes in hip angles on cycling performance, it had been concluded that there is an optimal hip position/configuration which maximizes aerobic and anaerobic work. But why and how this hip position/configuration affects cycling perfonnance is unknown. Therefore, it was the purpose of this investigation to determine whether differences in cycling performance with changes in hip position/configurations are reflected and can be explaincd by changes in EMG patterns. Five male recreational cyclists were tested in 5 different hip position/configuration (0,25,50,75, and 100 degrees), as defined by the angie formed between the bicycle seat tube and a vertical line (perpendicular to the ground) passing through the pedal axis. By rotating the seat to maintain a backrest perpendicular to the ground, a systematic decrease in hip angle from the 0 to 100 degree position was induced. For each condition, the seat to pedal distance was adjusted to remain 100% (to within 3/4 inch or 1.905 cm) of the total leg length, as measured from the greater trochanter of the femur of the right leg to the ground. In each position, the minimum and maximum hip, knee, and ankle angles were obtained for one complete pedal revolution. A cycle ergometer was used with a resistance of 65 gm/kg of the subject'S body mass (3.82 joules/pedal rev/kg BM) at a pedaling frequency of 60 rpm. Each subject was strapped to the seat-backrest at the waist and hips, and pedal toeclips were worn. For each test condition, EMG activity of 6 muscle groups of the right limb were each collected at a rate of 2000 Hz with surface electrodes. A recorder and a micro-switch interfaced to a microcomputer was used to record EMG activity and pedal position. For a complete pedal cycle in each hip position, a waveform data analysis program was used to determine: (l) the sequence of activity by the different muscle groups; (2) the duration of activity; and (3) the pedal position each muscle group was active and inactive. ReANOVA's and post-hoc tests revealed significant differences in the pedal position location that the rectus femoris, gluteus maximus, vastus medialis and biceps femoris were active and inactive during a pedal cycle with changes in hip position/configuration. With a systematic change in hip position from 0 to 100 degrees, there is a backward shift in pedal position loca tion that the muscles were active and inactive. It was concluded that differences in cycling performance with changes in hip position/configuration are reflected and can be explained by differences in EMG patterns. Supported by a grant-in-aid of research from Sigma XI, The Scientific Research Society

Crank-arm Length

Danny Too updates his article in the last issue and gives a great deal of information on the optimum crank length for different circumstances