| 61461. |
- Kilde Löfgren, Sebastian, 1991
(författare)
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The mechanical Paul trap in the upper secondary physics laboratory
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In physics, toy models are often used in popular science contexts. Further, toy models have also been used to communicate some important principles of abstract phenomena qualitatively. One such example can be found in the 1989 Nobel laureate Wolfgang Paul’s Nobel lecture. Previous research on models in science education has identified that using models and engaging students in model development could improve learning outcomes. However, an important issue is making model development meaningful for students in similar ways that scientists can use models and the modelling process to learn. This thesis investigates the usefulness of a toy model of the Paul trap, the mechanical Paul trap, for the upper secondary physics classroom. To do this, two studies were conducted, considered part of one design experiment. The first study investigated the mechanical Paul trap and its similarities and differences to a linear Paul trap to develop a physical model and a simulation for the design experiment. The second study used a design-based research approach, guided by variation theory, to conduct a mixed-method study developing a laboratory exercise and investigating how students interacted with and what learning was made possible using the mechanical Paul trap. The laboratory exercise was developed over three phases, consisting of three to five laboratory sessions each. Results from the first study provided suggestions for constructing an accessible and affordable physical model of the mechanical Paul trap. In addition, it resulted in the development of two similar simulations but in different online environments. The second study identified patterns of variation, highlighting critical steps where struggling and successful lab groups differed. One example is that it was critical to discern the threshold frequency as a step to discern the rotational frequency-trapping time relation. Further, findings also support the argument that the level of openness in laboratory exercises should be chosen deliberately by the teacher, with both the current groups of students and the complexity of the laboratory exercise at hand. Finally, it contributes to the discussion regarding the use of models in physics education by exemplifying how working with models can better help students understand the limitations and use cases of different models in physics.
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| 61462. |
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| 61463. |
- Kilde Löfgren, Sebastian, 1991, et al.
(författare)
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The Mechanical Rotating Saddle Trap in High School Physics Education
- 2022
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Ingår i: 2022 AAPT Virtual Winter Meeting. - : AAPT.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Based on a mechanical analog to a particle trapping technique, the Paul trap, a lab has been developed to train scientific thinking and experimental problem-solving. It also works to illustrate an important concept in many areas of modern physics. The mechanical trap will together with a simulation give students an introduction to the concept of particle trapping. The lab has been developed to contribute to the ever-important task of making high school physics more interesting, to get more students pursuing careers in STEM, and increasing scientific literacy in the public. Using a design-based approach to developing the lab, its effectiveness on student learning and interest is probed using qualitative and quantitative methods, and initial findings from the study will be presented.
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| 61464. |
- Kilde Löfgren, Sebastian, 1991, et al.
(författare)
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Using Mechanical Models to Teach Secondary School Students Particle Trapping
- 2023
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Ingår i: 2023 AAPT Winter Meeting.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Using models in the physics laboratory allows students to explore phenomena in new ways that could improve understanding. However, it is necessary to provide adequate instruction to help guide students ability to relate models to the actual phenomenon. A mechanical Paul trap and a simulation were used to investigate the usefulness of toy models in the physics laboratory, to help students understand how a real Paul trap works. This was done by developing a laboratory exercise using a design-based approach over three iterations, involving 12 classroom observations in six upper secondary schools in Sweden. Using variation theory to understand and inform how students learn during the lessons, student interviews, field notes, and pre- and post-tests were analyzed to identify critical aspects. Results from the study provide further insight into the role of toy models in physics education and how variation theory can be used to design effective physics laboratory exercises.
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| 61465. |
- Kildemoes, R. J., et al.
(författare)
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Dose-exposure-IGF-I response of once-weekly somapacitan in adults with GH deficiency
- 2022
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Ingår i: European Journal of Endocrinology. - : Oxford University Press (OUP). - 0804-4643 .- 1479-683X. ; 187:1, s. 27-38
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Tidskriftsartikel (refereegranskat)abstract
- Objective: Growth hormone (GH) replacement therapy in patients with adult growth hormone deficiency (AGHD) is individually titrated due to variable dose-responses among patients. The aim of this study was to provide clinical guidance on dosing and titration of the novel long-acting GH derivative somapacitan based on analyses of somapacitan dose-insulin-like growth factor I (IGF-I) responses in AGHD patients. Design: Analyses of dosing information, 4364 somapacitan concentration samples and 4880 IGF-I samples from 330 AGHD patients treated with somapacitan in three phase 3 trials. Methods: Pharmacokinetic/pharmacodynamic modelling was used to evaluate starting dose groups by age and oral oestrogen therapy, characterise the dose-IGF-I response in the overall AGHD population and patient subgroups, predict the IGF-I response to dose changes and simulate missed dosing. Results: The analyses supported the clinical recommendations of higher starting doses for younger patients and women on oral oestrogen replacement therapy. For patients switching from daily GH treatment, the mean maintenance dose ratio between somapacitan (mg/week) and somatropin (mg/day) was predicted to be 8.2 (observed interquartile range of 6.7-9.1). Simulations of IGF-I SDS profiles confirmed the appropriate time for IGF-I sampling to be 3-4 days after somapacitan dosing and supported somapacitan administration with up to 3 days delay in case of missed dosing. Subgroup analyses characterised the dose-exposure-IGF-I response in patient subgroups and indicated that dose requirements are mainly influenced by sex and oral oestrogen treatment. Conclusions: This study extends the knowledge of the somapacitan dose-IGF-I response and provides information on clinical dosing of once-weekly somapacitan in patients with AGHD.
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| 61466. |
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| 61467. |
- Kilebrant, Sophie, et al.
(författare)
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WHOLE-BODY VIBRATION THERAPY IN CHILDREN WITH SEVERE MOTOR DISABILITIES
- 2015
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Ingår i: Journal of Rehabilitation Medicine. - : Foundation for Rehabilitation Information. - 1650-1977 .- 1651-2081. ; 47:3, s. 223-228
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To study the effect of whole-body vibration therapy on bone mass, bone turnover and body composition in severely disabled children. Methods: Nineteen non-ambulatory children aged 5.1-16.3 years (6 males, 13 females) with severe motor disabilities participated in an intervention programme with standing exercise on a self-controlled dynamic platform, which included whole-body vibration therapy (vibration, jump and rotation movements). Whole-body vibration therapy was performed at 40-42 Hz, with an oscillation amplitude of 0.2 mm, 5-15 min/treatment, twice/week for 6 months. Bone mass parameters and bone markers were measured at the study start, and after 6 and 12 months. Results: Whole-body vibration therapy was appreciated by the children. Total-body bone mineral density increased during the study period (p less than0.05). Z-scores for total-body bone mineral density ranged from -5.10 to -0.60 at study start and remained unchanged throughout. Approximately 50% of the subjects had increased levels of carboxy-terminal telopeptides of type I collagen and decreased levels of osteocalcin at the start. Body mass index did not change during the intervention period, but had increased by the 12-month follow-up (pless than 0.05). Conclusion: Whole-body vibration therapy appeared to be well tolerated by children with severe motor disabilities. Total-body bone mineral density increased after 6 months of whole-body vibration therapy. Higher carboxy-terminal telopeptides of type I collagen and lower osteocalcin values indicated that severely disabled children have a reduced capacity for bone acquisition.
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| 61468. |
- Kilgariff, Adam, et al.
(författare)
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Corpus-Based Vocabulary lists for Language Learners for Nine Languages.
- 2014
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Ingår i: Language resources and evaluation. - : Springer Science and Business Media LLC. - 1574-020X .- 1572-8412 .- 1574-0218. ; 48:1, s. 121-163
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Tidskriftsartikel (refereegranskat)abstract
- We present the KELLY project and its work on developing monolingual and bilingual word lists for language learning, using corpus methods, for nine languages and thirty-six language pairs. We describe the method and discuss the many challenges encountered. We have loaded the data into an online database to make it accessible for anyone to explore and we present our own first explorations of it. The focus of the paper is thus twofold, covering pedagogical and methodological aspects of the lists’ construction, and linguistic aspects of the by-product of the project, the KELLY database.
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| 61469. |
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| 61470. |
- Kilhamn, Cecilia, 1963, et al.
(författare)
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Algebra teachers’ questions and quandaries – Swedish and Finnish algebra teachers discussing practice.
- 2019
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Ingår i: Nordisk matematikkdidaktikk - Nordic Studies in Mathematics Education. - 1104-2176. ; 24:3-4, s. 153-171
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Tidskriftsartikel (refereegranskat)abstract
- Taking the teachers’ own practices as a point of departure, this study investigates what areas of mathematical knowledge algebra teachers brought up in collegial dis- cussions and how they used their knowledge in acts of decompressing, trimming and bridging. The discussions centered around aspects of teaching and learning school algebra previously shown to be problematic, but gave rise to mathematical quanda- ries, revealing gaps in the teachers’ own understanding of the mathematical content. The study implies that the ability to unpack a mathematical concept is essential in algebra teaching and that teachers may need external input concerning mathematical knowledge to enable development in pedagogical content knowledge
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