Diagram Drawing Research Articles

Evaluation of pattern and duration of university question papers in anatomy

Abstract: Background and objectives: Assessment drives learning. Theory summative assessment must be aligned to curricular goals. There is wide disparity in the total marks for which the examination is conducted and total duration of time of examination. The main objective of this study is to report differences in summative assessments in anatomy subject conducted by universities with respect to maximum time, maximum marks, syllabus distribution of papers, assessment of diagram drawing abilities and emphasis on clinical anatomy. Methodology: During August 2018, an extensive search for the syllabus/curriculum document will was in the internet. In the respective university websites, the document with names 'MBBS syllabus' or possible documents with syllabus details of medical undergraduate anatomy subject were searched. Results: Information from 25 different universities conducting undergraduate MBBS degree programs were evaluated. Out of these universities, sixteen universities conduct summative exam for 3 hours. Eight universities conduct exams for 2.5 hours. State universities of Punjab, Gujarat, Madhya Pradesh, Kerala and Tamil Nadu conduct anatomy exams for 50 marks with 3 hour duration. Whereas, state universities of Andhra Pradesh, Maharashtra, Assam and Odisha conduct exams for 50 marks in 2 lA hours. JIPMER, Pondicherry has two-hour exam for fifty marks. Only Karnataka universities [including Rajiv Gandhi University of Health Sciences and three other deemed to be universities] and All India Institute of Medical Sciences, Rishikesh conduct exams for 100 marks in 3 hours. Twenty-one universities have above diaphragm syllabus in paper 1 and below diaphragm in paper 2. Conclusion: It is the need of the hour to have a uniform, structured, objective and rationale summative assessments in anatomy.

An Algorithm for a No-Contact Digital Three-Phase Voltage Detector

Operating-lock systems are intended to prevent emergencies and injury-causing hazards at power substations. To arrange operating locks in switch and control gear (SCG) cells, it is necessary to have technical tools of no-voltage and voltage detection on conductor buses. The use of no-contact capacitance voltage detectors is an efficient way to make the installation process less labor-intensive. A matter of substantial interest is the design of a no-contact device able to indicate the absence or supply of voltage in each separate conductor bus and initiate phase rotation. The designed voltage detector uses a system of three capacitance electric- field detectors installed in the SCG opposite to the respective lines. Each of the detectors is affected by the fields generated by all the lines when energized. Thus, the output signal of each detector is the sum of partial signals conditioned by the voltage of each separate phase. Each of the three partial components in such signals is detected by digital signal processing. The operation of the detectors under uncertainty was modeled by the Monte Carlo technique in the MATLAB environment. Each imitative test with a random set of parameters results in vector responses from the detectors. The test results help draw diagrams on a complex plane for full-phase and open-phase modes. It is shown that the pertinence of signal vectors to a specific region makes it possible to unambiguously identify the absence or supply of voltage for each separate conductor bus.

Diagramming in the margins of philosophy

Abstract This critical reflection emerges at a tangent from a concurrent creative practice-led research project into the diagram at the intersection of art praxis and post-continental philosophy. It was provoked by a realization that the diagrammatic was in operation at all levels of the project and core to its methodology as well as its content. The following is the consequence of a resistance to the assumed ‘transparency’ of the academic procedure of a literature review, wherein the process of reading is understood to be an instrumental form of information mining. It is a meta-inquiry into how drawing diagrams in the process of reading may open a new register for thought. The analysis takes an auto-ethnographic form, with my own experience of reading and autographic marking-up on paper-based texts – as forms of ‘drawing on text’ – offered as case-study for reflection.

Case of two electrostatics problems: Can providing a diagram adversely impact introductory physics students’ problem solving performance?

Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective problem solving is to help them understand that drawing diagrams can facilitate problem solution. We conducted an investigation in which two different interventions were implemented during recitation quizzes in a large enrollment algebra-based introductory physics course. Students were either (i) asked to solve problems in which the diagrams were drawn for them or (ii) explicitly told to draw a diagram. A comparison group was not given any instruction regarding diagrams. We developed rubrics to score the problem solving performance of students in different intervention groups and investigated ten problems. We found that students who were provided diagrams never performed better and actually performed worse than the other students on three problems, one involving standing sound waves in a tube (discussed elsewhere) and two problems in electricity which we focus on here. These two problems were the only problems in electricity that involved considerations of initial and final conditions, which may partly account for why students provided with diagrams performed significantly worse than students who were not provided with diagrams. In order to explore potential reasons for this finding, we conducted interviews with students and found that some students provided with diagrams may have spent less time on the conceptual analysis and planning stage of the problem solving process. In particular, those provided with the diagram were more likely to jump into the implementation stage of problem solving early without fully analyzing and understanding the problem, which can increase the likelihood of mistakes in solutions.

An improvement in MPS method using Voronoi diagram and a new kernel function

In this study, accuracy of the mesh-less moving particles semi-implicit (MPS) method in solving 2-D elliptic partial differential equations over a unit square domain with known analytical solutions is improved using Voronoi diagram drawing technique to approximate nodal volumes and a new kernel function. Voronoi diagram is employed as an alternative method for estimation of nodal volumes instead of kernel approximations. In addition to this, a kernel function with flat shape is introduced to enhance accuracy of MPS method. The numerical results obtained over highly irregular computational node distributions for the proposed kernel function show higher accuracy in comparison with two other employed kernel functions having steeper shapes.

Assessment of Hands-on Activities on Students’ Achievement and Attitudes towards Chemical Bonding

The study assessed the efficacy of hands-on activities on students' academic achievement and attitude in learning ionic and covalent bonds in a senior high and a technical school in Ghana. The sample size for the study was 30 and comprised of 22 males and 8 females who were purposively sampled for the study. The main instruments used to collect data were tests, interviews and questionnaire. The various hands-on activities employed included writing Lewis dot structures, drawing diagrams for ionic bonds and covalent bonds, tug of war, modelling with ball and sticks as well as calculation of electro negativity differences. Statistical analyses showed that students scored significantly higher scores (t = -6.32; p < 0.05) in the post-test than in the pre-test. Also, a gain of 3.83 was obtained for the post test over the mean score of the pre–test. This confirmed that the treatment strategy significantly improved students' performance in learning chemical bonding through the interactive hands-on activities. The study also revealed that hands-on learning increased students' interest to read chemistry, facilitated understanding and recall of chemical concepts, made lesson more exciting and led to positive motivational outcomes. Furthermore, the activities engaged students, made them critical thinkers, and enhanced their learning skills.

Evaluation of pattern and duration of university question papers in anatomy

Background and objectives: Assessment drives learning. Theory summative assessment must be aligned to curricular goals. There is wide disparity in the total marks for which the examination is conducted and total duration of time of examination. The main objective of this study is to report differences in summative assessments in anatomy subject conducted by universities with respect to maximum time, maximum marks, syllabus distribution of papers, assessment of diagram drawing abilities and emphasis on clinical anatomy. Methodology: During August 2018, an extensive search for the syllabus/curriculum document will was in the internet. In the respective university websites, the document with names ‘MBBS syllabus’ or possible documents with syllabus details of medical undergraduate anatomy subject were searched. Results: Information from 25 different universities conducting undergraduate MBBS degree programs were evaluated. Out of these universities, sixteen universities conduct summative exam for 3 hours. Eight universities conduct exams for 2.5 hours. State universities of Punjab, Gujarat, Madhya Pradesh, Kerala and Tamil Nadu conduct anatomy exams for 50 marks with 3 hour duration. Whereas, state universities of Andhra Pradesh, Maharashtra, Assam and Odisha conduct exams for 50 marks in 2 hours. JIPMER, Pondicherry has two-hour exam for fifty marks. Only Karnataka universities [including Rajiv Gandhi University of Health Sciences and three other deemed to be universities] and All India Institute of Medical Sciences, Rishikesh conduct exams for 100 marks in 3 hours. Twenty-one universities have above diaphragm syllabus in paper 1 and below diaphragm in paper 2. Conclusion: It is the need of the hour to have a uniform, structured, objective and rationale summative assessments in anatomy

Do students benefit from drawing productive diagrams themselves while solving introductory physics problems? The case of two electrostatics problems

An appropriate diagram is a required element of a solution building process in physics problem solving and it can transform a given problem into a representation that is easier to exploit for solving the problem. A major focus while helping introductory physics students learn problem solving is to help them appreciate that drawing diagrams facilitates problem solving. We conducted an investigation in which two different interventions were implemented during recitation quizzes throughout the semester in a large enrolment, algebra-based introductory physics course. Students were either (1) asked to solve problems in which the diagrams were drawn for them or (2) explicitly told to draw a diagram. A comparison group was not given any instruction regarding diagrams. We developed a rubric to score the problem solving performance of students in different intervention groups. We investigated two problems involving electric field and electric force and found that students who drew productive diagrams were more successful problem solvers and that a higher level of relevant detail in a student’s diagram corresponded to a better score. We also conducted think-aloud interviews with nine students who were at the time taking an equivalent introductory algebra-based physics course in order to gain insight into how drawing diagrams affects the problem solving process. These interviews supported some of the interpretations of the quantitative results. We end by discussing instructional implications of the findings.

Source apportionment of polycyclic aromatic hydrocarbons in Lake Baikal water and adjacent air layer

ABSTRACTThe composition of polycyclic aromatic hydrocarbons (PAHs) in Lake Baikal water and adjacent air layer and PAH emission composition profiles of possible sources were investigated. Analysis of emission composition data showed that the source profiles could not be grouped by fuel type or pyrogenic/petrogenic origin. Because of the similarity of source PAH profiles, the drawing of 3D mixing diagrams was the only way to check whether some of the potential PAH sources were the true sources. The mixing diagrams showed that the sources of air pollution were paper mills and wood burning and that the sources of water pollution were coal-fired and oil-fired boilers. The common source for both air and water was only oil and petroleum products. To determine the locations of PAH sources, their contributions to air and water pollution were calculated and mapped. Based on the results, air and water were polluted from both local and regional sources. The location of the zone influenced by a particular source was conditioned by physical properties of source emission, direction of air/water flows that transfer PAHs and temperature differences between mixing air/water flows.

Examining the influence of expertise on the effectiveness of diagramming and summarising when studying scientific materials

A 2 (learning strategies: diagram vs. summary) × 2 (levels of expertise: low vs. high) experiment was conducted to compare the effectiveness of using diagrams to writing summaries for students given biological information to learn and who possessed different levels of expertise in that topic area. A main effect of learning strategy used on number of idea units encoded (in diagrams or summaries) was found: drawing diagrams was superior to writing summaries. However, no interaction effect between learning strategies and expertise was found. An examination of students’ subjective ratings of cognitive load revealed that those with low expertise reported higher levels of cognitive load when constructing diagrams. These findings suggest that using diagrams is effective for identifying and encoding important information when learning, but that it would be helpful to provide guidance about diagram use particularly to students who are novices in the topic area to reduce cognitive load.

Math and Mr. Men

Read a Mr. Men story with your students, and tackle the associated mathematical tasks. Success with these tasks requires children to draw on a variety of problem-solving strategies, including drawing diagrams and pictures, creating tables, trial-and-error strategies (guess and check), modeling problems with concrete materials, and possibly even acting out the problems. Have fun!

Investigating the road safety management capacity: Toward a lead agency reform

An efficient management system and leadership body is one of the key requirements for a road safety improvement program. In low- and middle-income countries, the organizational structure of the management system may suffer from deficiencies weakening the institutional functions across key road safety players. Hence, it is necessary to form an inner- and inter-organization evaluation framework encompassing all the processes, events, dependencies, and causation among road safety players. In this paper, a (three-stage) system thinking approach is developed to evaluate the behavior of inter-organizational complex system and to determine major deficiencies in the role of the road safety lead agency. The first stages of the system thinking approach starts with drawing diagrams (i.e. multiple-effect and multiple-criteria trees) that allows identifying the chains of reasoning behind events or consequences. The next stage of the system thinking approach embodies the analytic network process (ANP), an advanced multi-criteria decision-making technique, which handles the lead agency capacity evaluation and helps to determine how and by what magnitude any of the players can affect the national road safety. The proposed method applies to the case of Iran, a middle-income developing country in the Middle East. Since in Iran, the Road Safety Commission (RSC) has been established as the lead agency, it was expected that RSC owns the greatest influence on the status of road safety. However, our results show that the overall influence of RSC on road safety is far less than what was expected. Subsequently, a supplementary procedure is proposed to specify institutional reforms in order to avoid such organizational inefficiencies.

Making narrative connections? Exploring how late teens relate their own lives to the historically significant past

This paper reports on a study that invited 187 16–18-year-old students in the United States to draw diagrams showing connections between their own lives and the past. Interviews were subsequently held with 26 study participants. The degree to which students made connections between their own lives and the past, and the various ways in which they integrated personal and historical narratives, are discussed, with three examples explored in detail. The ways in which interviewed students talked about their diagrams point to the significance of individuals' understandings of the nature of historical knowledge for how they use the past to orient their own lives.

The Effect of Reading Comprehension and Problem Solving Strategies on Classifying Elementary 4th Grade Students with High and Low Problem Solving Success

In this study, the effect of fluent reading (speed, reading accuracy percentage, prosodic reading), comprehension (literal comprehension, inferential comprehension) and problem solving strategies on classifying students with high and low problem solving success was researched. The sampling of the research is composed of 279 students at elementary school 4th grade. In the research, in order to figure out reading accuracy percentage and reading rate, 5 scales were used: a reading text, prosodic reading scale, literal comprehension scale, inferential comprehension scale and problem solving scale. In order to see the effect of fluent reading and comprehension skills on classifying students with high and low problem solving success, logistic analysis was conducted while discriminant analysis was conducted to determine the effect of problem solving skills. At the end of the study, it was seen that fluent reading skills had no effect on classifying students according to their problem solving success. It was concluded that both comprehension skills are 77% effective in classifying problem solving success, but inferential comprehension is more effective than literal comprehension. It was found that problem solving strategies were effective on classifying students with high and low problem solving success problem at 88% level; that the most important factors while classifying were estimation and control, systematic listing, looking for a pattern and drawing figures and diagrams respectively; and that backward-studying strategies were inadequate in classifying successful and unsuccessful students. At the end of the study, mathematical sentence writing strategy appeared to be the most important strategy in classifying students with high and low problem solving success, but it had a negative correlation. In other words, a rise in the usage rate of this strategy increased the likelihood for individuals to be in the group with low problem solving success.

Geometric error analysis in applied calculus problem solving

The paper investigates geometric errors students made as they tried to use their basic geometric knowledge in the solution of the Applied Calculus Optimization Problem (ACOP). Inaccuracies related to the drawing of geometric diagrams (visualization skills) and those associated with the application of basic differentiation concepts into ACOP solution were reported. A test instrument was used to collect quantitative data, while qualitative data were generated using follow- up interviews (stimulated recall). The targeted samples were freshmen students who registered for Calculus I in the department of Mathematics at a University in south eastern region of the United States of America, USA. The study indicated that students had achieved a very low success rate on the ACOP solution process, immediately after receiving/completing instruction on the optimization in their calculus I class. In general, they failed to integrate basic geometric competences required in the ACOP solution. Qualitative evidence from students’ test performance indicated that failure to visualize geometric diagrams from word problems tended to preclude them getting the required formula. The overall finding of the research was that students face structural and procedural setbacks that ultimately led to a worsening of the ACOP solution process.

Effect Analysis of Unbalanced Electric Load in Ship at Three Phase Synchronous Generator on Laboratory Scale

The generator is the main power supply of electricity in the ship. The generator can supply each ship’s electricity consumer regarding the generator capacity and consumer requirement. Until now, some research been developed to increase the efficiency of the generator. Besides that, in the operation of generator, there are several problems that cause the generator works inefficient, which one is an unbalanced load on each phase in generator. This final project analyzed the effect of unbalanced load in three phase synchronous generator. In this research conducted a simulation of the operational of the generator on board ship with a laboratory experiment. This research includes the phasor diagram drawing, efficiency, as well as vibrations generated by the generator at several loading conditions. The research results were when the generator on 50% load of the generator capacity (240 Watt), and the loads are getting unbalanced, the power produced by the generator is increased 30%, and the neutral current value also increased by 50%, compared with balanced load condition. Besides that, the vibration value in each condition is tend to fluctuate. This is applied for another experiment. In accordance to the generator operation on ship is when the loads are getting unbalance, the fuel consumption also increase. This shows that there is dissipation use in fuel oil consumption

Online region computations for Euler diagrams with relaxed drawing conventions

Euler diagrams are an accessible and effective visualisation of data involving simple set-theoretic relationships. Efficient algorithms to quickly compute the abstract regions of an Euler diagram upon curve addition and removal have previously been developed (the single marked point approach, SMPA), but a strict set of drawing conventions (called well-formedness conditions) were enforced, meaning that some abstract diagrams are not representable as concrete diagrams. We present a new methodology (the multiple marked point approach, MMPA) enabling online region computation for Euler diagrams under the relaxation of the drawing convention that zones must be connected regions. Furthermore, we indicate how to extend the methods to deal with the relaxation of any of the drawing conventions, with the use of concurrent line segments case being of particular importance. We provide complexity analysis and compare the MMPA with the SMPA. We show that these methods are theoretically no worse than other comparators, whilst our methods apply to any case, and are likely to be faster in practise due to their online nature. The machinery developed for the concurrency case could be of use in Euler diagram drawing techniques (in the context of the Euler Graph), and in computer graphics (e.g. the development of an advanced variation of a winged edge data structure that deals with concurrency). The algorithms are presented for generic curves; specialisations such as utilising fixed geometric shapes for curves may occur in applications which can enhance capabilities for fast computations of the algorithms' input structures. We provide an implementation of these algorithms, utilising ellipses, and provide time-based experimental data for benchmarking purposes.

A comparative study of 3 different methods employed in teaching–drawing of histology diagrams

Our aim in this study was to determine the ability of ultrasonography (US) to assess and classify the degree of subcutaneous edema caused by infusion via peripheral intravenous catheter, compared to assessment by the Infusion Nurses Society infiltration scale.This prospective study included 64 adult patients who underwent infusion via peripheral intravenous catheter. All patients underwent US imaging of the subcutaneous tissue just after the insertion of indwelling catheters and just before catheter removal. The grade of swelling was then assessed using the infiltration scale. Subcutaneous edema and edema thickness were analyzed on transverse US images, and the edema was classified as normal, mild, or severe. The relationship between US-determined subcutaneous edema and that determined by using the infiltration scale was evaluated.Among the 64 patients, US images of the subcutaneous edema were classified into three groups: normal in 15 patients, mild subcutaneous edema in 41 patients, and severe subcutaneous edema in eight patients. Thus, US classification of subcutaneous edema could provide more detailed information than the infiltration scale.The results of the present study suggest that US imaging of subcutaneous tissue could help classify the degree of subcutaneous edema.

Effects of observing the instructor draw diagrams on learning from multimedia messages.

In 4 experiments, participants viewed a short video-based lesson about how the Doppler effect works. Some students viewed already-drawn diagrams while listening to a concurrent oral explanation, whereas other students listened to the same explanation while viewing the instructor actually draw the diagrams by hand. All students then completed retention and transfer tests on the material. Experiment 1 indicated that watching the instructor draw diagrams (by viewing the instructor’s full body) resulted in significantly better transfer test performance than viewing already-drawn diagrams for learners with low prior knowledge (d = 0.58), but not for learners with high prior knowledge (d = −0.24). In Experiment 2, participants who watched the instructor draw diagrams (by viewing only the instructor’s hand) significantly outperformed the control group on the transfer test, regardless of prior knowledge (d = 0.35). In Experiment 3, participants who watched diagrams being drawn but without actually viewing the instructor’s hand did not significantly outperform the control group on the transfer test (d = −0.16). Finally, in Experiment 4, participants who observed the instructor draw diagrams with only the instructor’s hand visible marginally outperformed those who observed the instructor draw diagrams with the instructor’s entire body visible (d = 0.36). Overall, this research suggests that observing the instructor draw diagrams promotes learning in part because it takes advantage of basic principles of multimedia learning, and that the presence of the instructor’s hand during drawing may provide an important social cue that motivates learners to make sense of the material. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Determination of the acidity constants of neutral red and bromocresol green by solution scanometric method and comparison with spectrophotometric results

In this study, we applied the solution scanometric method as a new, simple, fast and inexpensive method for estimating the acidity constants of neutral red (NR) and bromocresol green (BCG) indicators in pure water and an ionic strength of 0.1 mol L−1 (KNO3).The method is based on scanning cells containing the indicator solution with a scanner, and analyzing the color of each cell with a software written in visual basic (VB 6) media to red, green and blue values. The cells were made by making holes in the Plexiglas® sheet. Also, the acidity constants of the neutral red and bromocresol green indicators were studied with spectrophotometrically. HypSpec program has been applied for the estimation of pKa values based on spectrophotometric data. The agreement between obtained pKa values by solution scanometric, spectrophotometric method and values reported in the literature demonstrates the utility of the method here used. Also the HySS 2009 program was applied for drawing of the corresponding distribution diagrams.