PhysLab - A 3D Virtual Physics Laboratory of Simulated Experiments for Advanced Physics Learning

We introduce a virtual physics laboratory, “PhysLab”, created using 3D video game technology suitable for advanced level physics courses in secondary schools. This comprises 32 simulated experiments covering a range of physics topics, selected in collaboration with practicing school teachers. PhysLab is made available at no cost for the physics education community in two forms: first an installable application, ready to run; and secondly as a development platform where we provide all computer code and assets. While we focus on the theory, design and pedagogical aspects of PhysLab, we provide some critical reflections on the use of simulations in physics teaching in general, and especially how these could be most effectively used in the physics classroom. The experiments are classified according to their nature: supporting theory; “What if”-scenarios, like playing badminton on the Moon; or as hypothetical situations, such as what happens if you drop your home town into a hole through the centre of the Earth. We also discuss the details of several PhysLab simulations: the Wilberforce Pendulum; oscillations of a mass on a rubber band, which involves non-linearity; the Drude theory of electrical conduction; the Cyclotron, and a “Journey to the Centre of the Earth”

An Evaluation of Primary School Children Coding Using a Text-Based Language (Java)

All primary school children in England are required to write computer programs and learn about computational thinking. There are moves in other countries to this effect such as the U.S. K-12 Computer Science Framework (CSF) for development. Debates on how to program and what constitutes computational thinking are ongoing. Here we report on a study of programing by children aged 7 – 11 using Java and elements of computational thinking they experience. Our platform comprises a novel Story-Writing-Coding engine we have developed. We compare novice (children’s) processes of coding an animated story with that of experts (college students) and evaluate the differences using four measures based on the progressive coding of a complete program. We also analyze the use of novice (children’s) computational thinking in this coding process. This research is set against a backdrop of approaches to teaching programing and concepts of computational thinking in recent educational literatur

Learning to Play the Piano Whilst Reading Music: Short-Term School-Based Piano Instruction Improves Memory and Word Recognition in Children

There is a substantial body of evidence that demonstrates links between language and music and between music and improved cognitive ability, particularly with regard to verbal and working memory, in both adults and children. However, there is often a mix of type of musical training and instrument used and use of musical notation. The research reported here uses a randomised controlled trial with 32 novice children, aged seven, learning to play the piano with both hands whilst reading music notation. The intervention was conducted in a school setting, each child receiving in total four hours of instruction. Results confirm previous findings that short-term music instruction improves working memory. Results also demonstrated that children with this musical training outperformed controls on a word identification measure. Overall, the results show evidence for a causal relationship between music learning and improvements in verbal skills. The significant differences occurred after only one term of instruction and were stable 3 months post-intervention

Exploring gender differences in primary school computer programming classes: a study in an English state-funded urban school

This study investigates computer programming (‘coding’) activities of Primary School Children; we ask if there is evidence of gender differences in their coding activities. The research took place in an English urban school with around 180 children on role, mostly from a middle-class social background. The study involved a class of 17 boys and 15 girls aged 10–11 years. Teaching was delivered by the class teacher using our ‘WeeBee engine’, where children code animated stories using the professional text-based language Java. We first review relevant literature about gender differences to develop criteria for our analysis. We assess the children’s code, their process of coding and the quality of their final animated stories. Our findings strongly suggest there are no gender differences in coding ability and in the quality of stories created. We suggest that practitioners should not assume that gender differences exist in this context, and they should not adapt their teaching to gender. The WeeBee engine is established as being gender neutral and we recommend its use by practitioners

A Comparison of Children Aged 4–5 Years Learning to Read Through Instructional Texts Containing Either a High or a Low Proportion of Phonically-Decodable Words

We report a study where we investigated the effect of low or high phonically-decodable texts on young children learning to read. Two parallel series of 12 instructional reading books were used with 36 children in three schools. These books were purposely created so that each parallel book, in sequence, introduced the same number of new words. Children were randomly assigned to a condition in each classroom using a split-cluster design. Prior to reading the books, children played associated games to introduce the new vocabulary. Children were assessed at pre and post-intervention using standardised measures of word reading and comprehension. Our results demonstrate a statistically significant difference and large effect size for reading comprehension in favour of the low phonically-decodable texts. The findings challenge the assumption that children find highly decodable text easier to read, and may have implications for reading policies and classroom practice

Emergent stories written by children while coding: How do these emerge and are they valid compositions?

This paper extends our research into a novel Story-Writing-Coding engine, where Primary School children produce animated stories through writing computer code. We first discuss the theoretical basis of our engine design, drawing on Systemic Functional Grammar, embodied cognition and perceived animacy. This design aims to help children draw on the appearances of characters, props and scenery to evoke linguistic constructs leading to the emergence of stories. The second part of this paper reports on an empirical study where we aim to answer two research questions. First can compositions so produced be seen as valid compositions? To answer this question we conducted a linguistic analysis of coded stories and those written in an English classroom, and also using teacher ratings of these stories. Results indicate that while there are no significant linguistic differences between coded and English stories, coded stories are impoverished and should be seen as a first-draft to be revised in the English classroom. The second question was to probe our observation that while coding, children spontaneously told stories. Here we draw upon theories of embodied cognition and of perceived animacy. Our analysis suggests that these theories, taken together, help to explain the spontaneous emergence of stories

The Stroke Data Bank: Design, Methods, and Baseline Characteristics

The National Institute of Neurological and Communicative Disorders and Stroke Initiated the Stroke Data Bank, which is a Multicenter Project to Prospectively Collect Data on the Clinical Course and Sequelae of Stroke. Additional Objectives Were to Provide Information that Would Enable a Standard Diagnostic Clinical Evaluation, to Identify Prognostic Factors, and to Provide Planning Data for Future Studies. a Brief Description of the Structure and Methods Precede the Baseline Characterization of 1,805 Patients Enrolled in the Stroke Data Bank between July 1983 and June 1986. Two Thirds of These Patients Were Admitted within 24 Hours after Stroke Onset. Medical History, Neurologic History, and Hospitalization Summaries Are Presented Separately for the Following Stroke Subtypes: Infarction, Unknown Cause; Embolism from Cardiac Source; Infarction Due to Atherosclerosis; Lacune; Parenchy-Matous or Intracerebral Hemorrhage; Subarachnoid Hemorrhage; and Other. the Utility and Limitations of These Data Are Discussed. © 1988 American Heart Association, Inc

Gender and Aphasia in the Stroke Data Bank

Aphasia Was Present in 19.4% of the Men and 22.5% of the Women in the Stroke Data Bank. There Were No Gender Differences in Aphasia Incidence among the Intracerebral Hemorrhages. Aphasia Was More Frequent among Women with Infarcts (37.0%) Than Men (28.3%). When Stroke Mechanism Was Controlled For, There Was an Excess of Aphasia among the Women with Stroke Due to Cardiac Embolism. When Stroke Site Was Controlled For, There Were No Gender Differences in Aphasia Frequency. Wernicke′s, Global, and Anomic Aphasias Were More Common in Women Than Men; Broca′s Aphasia Was Somewhat More Common in Men. Although There Were No Gender Differences in Infarct Size overall, Men with Aphasia Had Larger Infarcts Than Women with Aphasia. Although Gender Differences Were Small, the Infarct Lesions Producing Aphasia in Men Were More Posteriorly Placed and the Infarct Lesions in Women Were More Anteriorly Placed, Suggesting Possible Gender Differences in the Positioning of the Language Zone in the Brain. © 1994 Academic Press, Inc

Determinants of Early Recurrence of Cerebral Infarction: The Stroke Data Bank

We Studied 1,273 Patients with Ischemic Cerebral Infarction Who Were Entered into the Stroke Data Bank, a Prospective, Observational Study Involving Four University Hospitals and the Biometry and Field Studies Branch of the National Institute of Neurological Disorders and Stroke. Forty Patients Had Non-Iatrogenic Recurrent Stroke within 30 Days after the Index Cerebral Infarction. using Life Tables, the 30-Day Cumulative± SE Risk of Early Recurrence for All Infarctions Was 3.3±0.4%. the Risk of Early Recurrence Was Greatest for Atherothrombotic Infarction (7.9±2.2%, Eight of 113 Patients) and Least for Lacunar Infarction (2.2±1.2%, Eight of 337 Patients). Both Cardioembolic Infarction (4.3±0.9%, 10 of 246 Patients) and Infarction of Undetermined Cause (3.0±0.5%, 14 of 508 Patients) Had Intermediate Risks. History of Hypertension and Diabetes Mellitus, as Well as Diastolic Hypertension and Elevated Blood Sugar Concentration at Admission, Were Associated with Early Recurrence. Logistic Regression Analysis Estimated the Risk of Early Recurrence to Be 8.56% in Those with Coexisting Hypertension and a Glucose Concentration of 300 Mg/dl Versus 0.77% in the Absence of These Two Abnormalities. Early Recurrence Was Associated with Longer Median Duration of Initial Hospital Stay (27 vs.. 14 Days) and a Higher 30-Day Case—fatality Rate (20% vs.. 7.4%). Increased Weakness Scores Were Associated with Early Recurrent Stroke. Identification of the Determinants of Early Recurrent Stroke May Lead to Better Secondary Prevention and May Help Select High-Risk Patients for Further Study. © 1989 American Heart Association, Inc

Dementia in Stroke Survivors in the Stroke Data Bank Cohort: Prevalence, Incidence, Risk Factors, and Computed Tomographic Findings

We Determined the Prevalence of Dementia in 927 Patients with Acute Ischemic Stroke Aged ≥60 Years in the Stroke Data Bank Cohort based on the Examining Neurologist\u27s Best Judgment Diagnostic Agreement among Examiners Was 68% (K=0.34). of 726 Testable Patients, 116 (16%) Were Demented. Prevalence of Dementia Was Related to Age But Not to Sex, Race, Handedness, Educational Level, or Employment Status Before the Stroke. Previous Stroke and Previous Myocardial Infarction Were Related to Prevalence of Dementia Although Hypertension, Diabetes Mellitus, Atrial Fibrillation, and Previous Use of Antithrombotic Drugs Were Not Prevalence of Dementia Was Most Frequent in Patients with Infarcts Due to Large-Artery Atherosclerosis and in Those with Infarcts of Unknown Cause. Computed Tomographic Findings Related to Prevalence of Dementia Included Infarct Number, Infarct Site, and Cortical Atrophy. among 610 Patients Who Were Not Demented at Stroke Onset, We Used Methods of Survival Analysis to Determine the Incidence of Dementia Occurring during the 2-Year Follow-Up. Incidence of Dementia Was Related to Age But Not Sex. based on Logistic Regression Analysis, the Probability of New-Onset Dementia at 1 Year Was 5.4% for a Patient Aged 60 Years and 10.4% for a Patient Aged 90 Years. with a Multivariate Proportional Hazards Model, the Most Important Predictors of Incidence of Dementia Were a Previous Stroke and the Presence of Cortical Atrophy at Stroke Onset. © 1990 American Heart Association, Inc