On the control of balance during quiet standing

A computer-interfaced balance board, with facilities for data capture and analysis, and with provision for various forms of biofeedback, was built primarily as a balance retraining aid for stroke and head injury victims and for amputees. The opportunity was taken to do a modelling study of the human balance control system as it presents itself during quiet standing; to apply principles of optimum stability; and to try to identify patterns among those recorded which might be indicative of predominant visual/somatosensory control on the one hand and predominant vestibular control on the other

On the control of balance during quiet standing

A computer-interfaced balance board, with facilities for data capture and analysis, and with provision for various forms of biofeedback, was built primarily as a balance retraining aid for stroke and head injury victims and for amputees. The opportunity was taken to do a modelling study of the human balance control system as it presents itself during quiet standing; to apply principles of optimum stability; and to try to identify patterns among those recorded which might be indicative of predominant visual/somatosensory control on the one hand and predominant vestibular control on the other

Using Mobile Devices to Facilitate Student Questioning in a Large Undergraduate Science Class

Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and via Google Glass. Using observations, coding of texts, and interviews, the researchers investigated the types and level of questions students asked and the perceptions of the instructor and TAs on how the messages were received. From the findings of this study, it is evident that students asked a wide variety of question types and levels. It would appear that important distinctions between voice and text questions are that: (a) a shy or insecure questioner can remain anonymous; (b) questions can be asked in an interactive, but not interruptive manner; (c) there is no time limit to answering questions; and (d) the record of questions on the instructor\u27s phone can be used to guide revision of lecture notes for future semesters

Exploring the Reasons for the Seasons Using Google Earth, 3D Models, and Plots

Public understanding of climate and climate change is of broad societal importance. However, misconceptions regarding reasons for the seasons abound amongst students, teachers, and the public, many of whom believe that seasonality is caused by large variations in Earth\u27s distance from the Sun. Misconceptions may be reinforced by textbook illustrations that exaggerate eccentricity or show an inclined view of Earth\u27s near-circular orbit. Textbook explanations that omit multiple factors influencing seasons, that do not mesh with students\u27 experiences, or that are erroneous, hinder scientifically valid reasoning. Studies show that many teachers share their students\u27 misconceptions, and even when they understand basic concepts, teachers may fail to appreciate the range of factors contributing to seasonal change, or their relative importance. We have therefore developed a learning resource using Google Earth, a virtual globe with other useful, weather- and climate-related visualizations. A classroom test of 27 undergraduates in a public research university showed that 15 improved their test scores after the Google Earth-based laboratory class, whereas 5 disimproved. Mean correct answers rose from 4.7/10 to 6/10, giving a paired t-test value of 0.21. After using Google Earth, students are helped to segue to a heliocentric view

Structural Geology and Personal Computers

This book will help structural geologists keep abreast of rapid changes in work practices resulting from the personal computer revolution. It is organized into six parts: I Computer-Aided Learning; II Microstructural Analysis; III Analysis of Orientation Data; IV Strain and Kinematic Analysis; V Mathematical and Physical Modeling; VI Structural Mapping and GIS. The 45 contributing authors explain how to: set up computer-aided teaching and learning facilities on a low budget; illustrate tectonic strain concepts with a drawing program; integrate multimedia presentations into structural coursework; analyze microstructures with computer-aided microscopy; produce sophisticated stereonets with custom software for both the Mac and IBM PC; evaluate orientation data using a spreadsheet program; model the development of macrostructures and microstructures numerically; integrate structural and geophysical data; and apply PC technology to the production of structural maps, cross sections, and block diagrams... [From Amazon.com]https://digitalcommons.odu.edu/physics_books/1006/thumbnail.jp

Leveraging Global Geo-Data Resources to Support Guided Student Investigations in an Introductory Earth Science Course

Engaging undergraduate STEM students in discovery-based research in their first two years of college was a listed priority in the 2012 PCAST Report, and has been the focus of meetings sponsored by the National Academies (NAS, 2015), as well as a topic in ongoing community efforts to transform geoscience curricula (i.e., Mosher et al 2014). Challenges faced in moving undergraduate courses and curricula in this direction are the paired questions of how to effectively provide such experiences to large numbers of students, and how to do so in ways that are cost- and time-efficient for institutions and instructional faculty. In the geosciences, free access to of a growing number of global geo-data resources and associated visualization tools permits one to build into introductory-level courses straightforward data interrogation and analysis activities that provide students with valuable experiences with the compilation and critical investigation of earth and planetary data. Google Earth provides global Earth and planetary imagery databases that span large ranges in resolution and in time, permitting easy examination of earth surface features and surface features on Mars or the Moon. As well, community data sources (i.e., Gigapan photographic collections and 3D visualizations of geologic features, as are supported by the NSF GEODE project) allow for intensive interrogation of specific geologic phenomena. Google Earth Engine provides access to rich satellite-based earth observation data, supporting studies of weather and related student efforts. GeoMapApp, the visualization tool of the Interdisciplinary Earth Data Alliance (IEDA), permits examination of the seafloor and the integration of third-party data. The Earth meteorological website (earth.nullschool.net) provides near real-time visualization of global weather and oceanic conditions, which in combination with weather option data from Google Earth permits a deeper interrogation of atmospheric conditions. In combination, these freely accessible data resources permit one to transform general-audience geoscience courses into extended investigations, in which students discover key information about the workings of our planet

On the control of balance during quiet standing

A computer-interfaced balance board, with facilities for data capture and analysis, and with provision for various forms of biofeedback, was built primarily as a balance retraining aid for stroke and head injury victims and for amputees. The opportunity was taken to do a modelling study of the human balance control system as it presents itself during quiet standing; to apply principles of optimum stability; and to try to identify patterns among those recorded which might be indicative of predominant visual/somatosensory control on the one hand and predominant vestibular control on the other

On the control of balance during quiet standing

A computer-interfaced balance board, with facilities for data capture and analysis, and with provision for various forms of biofeedback, was built primarily as a balance retraining aid for stroke and head injury victims and for amputees. The opportunity was taken to do a modelling study of the human balance control system as it presents itself during quiet standing; to apply principles of optimum stability; and to try to identify patterns among those recorded which might be indicative of predominant visual/somatosensory control on the one hand and predominant vestibular control on the other