La cohérence conceptuelle d’étudiants collégiaux en mécanique newtonienne et en métrologie

Cette thèse porte sur l’évaluation de la cohérence du réseau conceptuel démontré par des étudiants de niveau collégial inscrits en sciences de la nature. L’évaluation de cette cohérence s’est basée sur l’analyse des tableaux de Burt issus des réponses à des questionnaires à choix multiples, sur l’étude détaillée des indices de discrimination spécifique qui seront décrits plus en détail dans le corps de l’ouvrage et sur l’analyse de séquences vidéos d’étudiants effectuant une expérimentation en contexte réel. Au terme de ce projet, quatre grands axes de recherche ont été exploré. 1) Quelle est la cohérence conceptuelle démontrée en physique newtonienne ? 2) Est-ce que la maîtrise du calcul d’incertitude est corrélée au développement de la pensée logique ou à la maîtrise des mathématiques ? 3) Quelle est la cohérence conceptuelle démontrée dans la quantification de l’incertitude expérimentale ? 4) Quelles sont les procédures concrètement mise en place par des étudiants pour quantifier l’incertitude expérimentale dans un contexte de laboratoire semi-dirigé ? Les principales conclusions qui ressortent pour chacun des axes peuvent se formuler ainsi. 1) Les conceptions erronées les plus répandues ne sont pas solidement ancrées dans un réseau conceptuel rigide. Par exemple, un étudiant réussissant une question sur la troisième loi de Newton (sujet le moins bien réussi du Force Concept Inventory) montre une probabilité à peine supérieure de réussir une autre question sur ce même sujet que les autres participants. De nombreux couples de questions révèlent un indice de discrimination spécifique négatif indiquant une faible cohérence conceptuelle en prétest et une cohérence conceptuelle légèrement améliorée en post-test. 2) Si une petite proportion des étudiants ont montré des carences marquées pour les questions reliées au contrôle des variables et à celles traitant de la relation entre la forme graphique de données expérimentales et un modèle mathématique, la majorité des étudiants peuvent être considérés comme maîtrisant adéquatement ces deux sujets. Toutefois, presque tous les étudiants démontrent une absence de maîtrise des principes sous-jacent à la quantification de l’incertitude expérimentale et de la propagation des incertitudes (ci-après appelé métrologie). Aucune corrélation statistiquement significative n’a été observée entre ces trois domaines, laissant entendre qu’il s’agit d’habiletés cognitives largement indépendantes. Le tableau de Burt a pu mettre en lumière une plus grande cohérence conceptuelle entre les questions de contrôle des variables que n’aurait pu le laisser supposer la matrice des coefficients de corrélation de Pearson. En métrologie, des questions équivalentes n’ont pas fait ressortir une cohérence conceptuelle clairement démontrée. 3) L’analyse d’un questionnaire entièrement dédié à la métrologie laisse entrevoir des conceptions erronées issues des apprentissages effectués dans les cours antérieurs (obstacles didactiques), des conceptions erronées basées sur des modèles intuitifs et une absence de compréhension globale des concepts métrologiques bien que certains concepts paraissent en voie d’acquisition. 4) Lorsque les étudiants sont laissés à eux-mêmes, les mêmes difficultés identifiées par l’analyse du questionnaire du point 3) reviennent ce qui corrobore les résultats obtenus. Cependant, nous avons pu observer d’autres comportements reliés à la mesure en laboratoire qui n’auraient pas pu être évalués par le questionnaire à choix multiples. Des entretiens d’explicitations tenus immédiatement après chaque séance ont permis aux participants de détailler certains aspects de leur méthodologie métrologique, notamment, l’emploi de procédures de répétitions de mesures expérimentales, leurs stratégies pour quantifier l’incertitude et les raisons sous-tendant l’estimation numérique des incertitudes de lecture. L’emploi des algorithmes de propagation des incertitudes a été adéquat dans l’ensemble. De nombreuses conceptions erronées en métrologie semblent résister fortement à l’apprentissage. Notons, entre autres, l’assignation de la résolution d’un appareil de mesure à affichage numérique comme valeur de l’incertitude et l’absence de procédures d’empilement pour diminuer l’incertitude. La conception que la précision d’une valeur numérique ne peut être inférieure à la tolérance d’un appareil semble fermement ancrée.This thesis evaluates the coherence of the conceptual network demonstrated by college students in life and applied sciences. This evaluation was based on the analysis of Burt tables issuing from multiple choice questionnaires, on the creation and careful examination of a novel tool, the matrix of specific discrimination coefficients, which will be described in the main text, and on the qualitative analysis of actual laboratory work of students doing an experimentation. At the completion of this project, four research axis have been explored. 1) What is the conceptual coherence demonstrated in Newtonian mechanics? 2) Is the mastery of uncertainty quantification related to the development of logical thinking or to mathematical competency? 3) What is the conceptual coherence demonstrated in the quantification of experimental uncertainty? 4) What are the concrete procedures utilized by students to quantify experimental uncertainty in a semi-directed laboratory context? The main conclusions that emerged from each axis of research can be summerized as follow. 1) The most prevalent erroneous conceptions are not solidly set in a rigid conceptual network. For example, a student successful in a question about Newton’s third law (the most difficult subject of the Force Concept Inventory) is just slightly more likely to succeed in another related question than the other participants. Many pairs of questions displays a negative specific discrimination coefficient demonstrating a weak conceptual coherence in pre-test and a somewhat ameliorated conceptual coherence in post-test. 2) If a small proportion of students has demonstrated marked deficiencies in questions related with control of variable and in those related to the relationship between the graphical display of experimental data and a mathematical model, the majority of students can be considered as adequately mastering those subjects. However, almost every student demonstrated a lack of mastery of concepts underlying the quantification of experimental uncertainty and the propagation of uncertainty (heretofore referred to as metrology). No statistically significant correlation has been observed between the three main topics suggesting that they are largely independent cognitive abilities. Burt table has demonstrated a greater degree of conceptual coherence between control of variables questions than suggested by Pearson correlation coefficients. Equivalent question in the topic of metrology did not permit to demonstrate a clear conceptual coherence. 3) Analysis of a questionnaire entirely devoted to metrology has shown erroneous conceptions caused by prior learning (didactical obstacles), erroneous conceptions based on intuitive models and a lack of global comprehension of metrological concepts although some appear to be almost acquired. 4) When doing real experiments in semi-directed laboratory, students demonstrated the same difficulty identified in the questionnaire of 3) which could interpreted as corroborating previously obtaine results. However, many unanticipated behaviors related to measurement were observed that could not have been anticipated solely by analyzing answers in the multiple-choice questionnaire. Interviews immediately following each semi-directed laboratory permitted the participants to detail certain aspects of their metrological methodology. Most notably, the use of repeated measurement strategies, their « spontaneous » strategies to quantify uncertainty, and their explanation of numerical estimates of reading uncertainties. Overall, uncertainty propagation algorithms were adequately employed. Many erroneous metrological conceptions seem to resist strongly to be modified by learning. Among others, assignation of the resolution of a digital scale as the uncertainty value and the lack of stacking strategies to diminish uncertainty. The conception that a numerical value cannot be more precise than the tolerance of an instrument seems firmly set

Thermal and cardiovascular strain mitigate the potential benefit of carbohydrate mouth rinse during self-paced exercise in the heat

Purpose: To determine whether a carbohydrate mouth rinse can alter self-paced exercise performance independently of a high degree of thermal and cardiovascular strain. Methods: Eight endurance-trained males performed two 40-km cycling time trials in 35°C, 60% RH while swilling a 20-ml bolus of 6.5% maltodextrin (CHO) or a color- and taste-matched placebo (PLA) every 5 km. Heart rate, power output, rectal temperature (T(re)), and mean skin temperature (T(sk)) were recorded continuously; cardiac output, oxygen uptake (VO(2)), mean arterial pressure (MAP), and perceived exertion (RPE) were measured every 10 min. Results: Performance time and mean power output were similar between treatments, averaging 63.9 ± 3.2 and 64.3 ± 2.8 min, and 251 ± 23 and 242 ± 18 W in CHO and PLA, respectively. Power output, stroke volume, cardiac output, MAP, and VO(2) decreased during both trials, increasing slightly or remaining stable during a final 2-km end-spurt. T(re), T(sk), heart rate, and RPE increased throughout exercise similarly with both treatments. Changes in RPE correlated with those in T(re) (P < 0.005) and heart rate (P < 0.001). Conclusions: These findings suggest that carbohydrate mouth rinsing does not improve ~1-h time trial performance in hot-humid conditions, possibly due to a failure in down-regulating RPE, which may be influenced more by severe thermal and cardiovascular strain

Lymphocyte and Monocyte Hsp72 Responses to Exercise in Athletes with Prior Exertional Heat Illness

ABSTRACT Introduction. Exertional heatstroke is a serious disorder that can be fatal especially if treatment is delayed. Heat shock protein 72 (Hsp72) is strongly induced by heat, and can be protective against a subsequent stress that may be the same or of a different form. In animal models it has been shown that upregulation of Hsp72 is protective against heatstroke. There is a natural variability in the amount and/or inducibility of Hsp72 in cells and tissues between individuals, and it is possible that impaired expression levels could make some athletes more prone to heat illness. The purpose of this study was to examine Hsp72 expression in lymphocytes and monocytes of young (\u3c40 years) athletes who had previously experienced, but recovered from serious heatstroke during exercise in the heat. Methods. Fourteen athletes ran on a treadmill for 60 min at 72% maximal oxygen uptake (o2max) in warm conditions (30°C, 40% relative humidity). One group consisted of athletes who had a previous history of exertional heat illness (EHI), while the control group (CON) had no previous history of EHI. Both groups were of similar age (29.7 ± 1.2 and 29.1 ± 2 years, CON vs EHI) and fitness (o2max 65.7 ± 2 and 64.5 ± 3 ml.kg-1.min-1, CON vs EHI). Rectal temperature was measured using a thermistor inserted to a depth of 10 cm past the anal sphincter. Hsp72 levels were measured in both monocytes and lymphocytes by flow cytometry before and immediately after the 60-min run, then after 60 min of recovery at an ambient temperature of 24°C. Results. Rectal temperature increased during the exercise period but there was no difference between groups, demonstrating that the EHI group had recovered from their heat illness and were not heat intolerant. Lymphocyte Hsp72 was lower in the EHI group after 60 min of exercise (p\u3c0.05), while monocyte Hsp72 was not different between groups. Conclusion. Our study found a lower lymphocyte Hsp72 concentration during exercise in athletes who had previously collapsed with serious EHI. Further research is needed to determine whether lower lymphocyte Hsp72 is a factor that may predispose athletes to develop EHI

Plasma Hsp72 (HSPA1A) and Hsp27 (HSPB1) expression under heat stress:influence of exercise intensity

Extracellular heat-shock protein 72 (eHsp72) expression during exercise-heat stress is suggested to increase with the level of hyperthermia attained, independent of the rate of heat storage. This study examined the influence of exercise at various intensities to elucidate this relationship, and investigated the association between eHsp72 and eHsp27. Sixteen male subjects cycled to exhaustion at 60% and 75% of maximal oxygen uptake in hot conditions (40°C, 50% RH). Core temperature, heart rate, oxidative stress, and blood lactate and glucose levels were measured to determine the predictor variables associated with eHsp expression. At exhaustion, heart rate exceeded 96% of maximum in both conditions. Core temperature reached 39.7°C in the 60% trial (58.9 min) and 39.0°C in the 75% trial (27.2 min) (P < 0.001). The rate of rise in core temperature was 2.1°C h(−1) greater in the 75% trial than in the 60% trial (P < 0.001). A significant increase and correlation was observed between eHsp72 and eHsp27 concentrations at exhaustion (P < 0.005). eHsp72 was highly correlated with the core temperature attained (60% trial) and the rate of increase in core temperature (75% trial; P < 0.05). However, no common predictor variable was associated with the expression of both eHsps. The similarity in expression of eHsp72 and eHsp27 during moderate- and high-intensity exercise may relate to the duration (i.e., core temperature attained) and intensity (i.e., rate of increase in core temperature) of exercise. Thus, the immuno-inflammatory release of eHsp72 and eHsp27 in response to exercise in the heat may be duration and intensity dependent