- A battery using a polymer jelly could make for cheaper, more efficient batteries.
Researchers from the University of Leeds have developed a new type of polymer jelly which could be used to make lighter, cooler (temperature wise) and more efficient rechargable batteries. They could be used in any application which currently uses a lithium battery, such as laptops, cell phones or tablets.
Professor Ian Ward from the University of Leeds went on BBC Radio 4 recently to discuss the new polymer jelly his research group has been working on.
This jelly, he says, could replace the current liquid electrolyte in most lithium batteries. The polymer jelly is supposed to be 10-20% cheaper but will not reach the high temperatures current batteries operate at during long usage times.
It would be regarded as safer because there is no excess solvent or electrolyte. All the solvents are bound into the polymer at a molecular level.
The group set out simply to make batteries safer. But as luck would have it, the design actually makes the batteries cheaper and more efficient.
It will certainly be cheaper because…the process of making batteries at the moment is generally rather laboruious. whereas we can do it in an instant step at a rather fast rate.
The batteries will also end up being lighter for doing similar applications as current electrolyte filled batteries, which will be particularly useful for military applications, says Ward.
This is one of those scientific advances which doesn’t seem too glamourous, but could directly affect all of us. Cell phones, tablets and laptops are ubiquitous now and battery life is a major consideration when buying a new device.
Anyone in the mood for PB&J now?
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Some cool stuff happening in and around space these last couple days.
This video from the Solar Dynamics Observatory shows a comet streaking across the face of the Sun!!
And of course, the final shuttle launch EVER happened earlier today.
Steve Jobs appeared before the city council of Cupertino to announce the construction of a new Apple “campus”.
On 150 acres of land, Jobs proposes to build a large, circular building which will hold 12,000 employees.
In addition to the building, Jobs wants to put most of the parking underground so that the area can be completely landscaped, nearly doubling the number of trees on the property.
The diameter of the…thing, will rival the size of the Pentagon, as can be seen in this graphic from Mercury News:
Whether or not the new spacecraft/donut/hoola-hoop will be able to run Flash, remains to be seen.
Still though, how frakkin’ cool is THAT???
As with every Canadian election, the primary issues are healthcare, the deficit, and the “scandal” de jour (Conservatives being in contempt of Parliament is this year’s scandal).
But what about science and research? This is an issue which gets lost in the fray of other issues, but is vital to Canadians maintaining a strong image around the world, as well as strengthening the economy.
So I went through all the party platforms in an effort to summarize their views on science, technology, and research. As a first step, I counted the number of times each of the words “science”, “technology”, and “research” each appear in the party platforms.
The results certainly jump out at you. The Green Party seems to be most interested in funding research and technology. This mainly stems from their wish to increase funding to “green” technologies, in an effort to save the environment.
The Conservatives and Liberals are pretty similar. In the Conservative Party platform, their promises regarding scientific endeavours are:
- Establish 10 additional Canada Excellence Research Chairs;
- Support the outstanding work of the Institut national d’Optique in the fields of optics and photonics;
- Invest in strengthening the Perimeter Institute’s position as a world-leading research centre for theoretical physics; and
- leverage funding to support Brain Canada’s efforts to support new diagnostics, treatments, and cures for brain disorders, including Alzheimer’s Disease.
In addition to these measures, the Conservatives discuss their “Digital Economy Strategy”, which includes (I’m summarizing here)
- Extend broadband coverage to 200,000 additional rural homes
- Increase competition in the wireless market
- Support projects between colleges and small businesses to accelerate the adoption of new technologies
- Promote enrollment in science, technology, engineering and math post-secondary programs
These points sound very well and good, but are very vague and I wonder how they would actually get implemented.
The Conservative Platform also states the Liberals and NDP “opposed” these measures when they forced this election. However I believe this is misleading, because rejecting a budget does not mean they reject every expenditure in the budget.
So what about the Liberals? What are they up to? Here are a few key points pulled from the Liberal Party platform:
– A Liberal government will work with provinces, territories and the research community to bolster innovation in the health and bioscience field, improve the health of Canadians, and help bring Canadian products to global markets.
– A Liberal government will make digital technologies one of its Canadian Champion Sectors, boosting incentives for investment in innovators seeking to conquer world markets.
– A new Innovation and Productivity Tax Credit (IPTC) that will grant Canadian investors a 15 percent tax credit for investments in small, early-stage start-ups that don’t yet have the track record to seek financing from more traditional sources such as banks and the stock market.
– An extension of the popular “Flow-Through Shares” tax model to start-ups in the three Canadian Champion Sectors. This tax incentive would allow venture companies with little or no revenue to pass on tax deductions to investors, creating a significant incentive to invest in Canadian entrepreneurs from promising sectors where Canada can become a world leader.
– A Liberal government will launch a new Innovation Gateway providing a “single window” approach that consolidates government support for innovation and entrepreneurship in emerging fields as well as long-standing areas of strength like aerospace, manufacturing and natural resources.
The Liberals also take advantage of the Conservative government’s poor record of investing in “green” technologies and taking action on climate change, which he once called a “socialist scheme”.
The Liberals discuss investing in cleaner technologies for processing the oil sands and reducing carbon emissions, though details on their plans are sketchy. Indeed, they state that investment in these fields will occur “as the economy improves”, which certainly allows plenty of room for interpretation on timelines for implementing these strategies.
Let’s take on the NDP next. As you can see from the above graph, the NDP does not talk about science to the extent of the Liberals and Conservatives. Part of this has to do with the fact that the NDP’s platform is quite a bit shorter than the other parties, but it also deals with the fact that the NDP’s primary concern is healthcare, job creation in all sectors, and social programs.
When they do discuss scientific issues, it deals with climate change and renewable energy. Some points from their platform (again, I’m summarizing):
- Reduce green-house gas emissions to 80 percent below that of 1990 by 2050.
- Introduce a carbon emissions cap-and-trade system
- Cut subsidies to non-renewable energy
- Federal financial incentives for “clean” energy, such as solar, wind, tidal and biomass
- Support for research of “made in Canada” green technologies
- Establish “Green Bonds” so Canadians can invest in green technologies and energy
The NDP chooses to spend their money directly helping Canadians. Which is all well and good, but I feel they don’t do enough to help bolster the economy, which is increasingly dominated by the technology industry.
Ok, now as for the Bloc. Well they hardly mention science at all, and I feel this political cartoon summarized not only their debate strategy, but their platform too, so let’s not waste any time on them.
Ok, so now we come to the dear Green Party. As I mentioned earlier, their platform discusses science and research more than any other party.
Of course to be fair, the Greens have exactly zero chance of winning this election (and a very slim chance of even winning a seat), so they are free to talk about how much money they want to throw at “green” technology research, without worrying about where this money is actually going to come from.
[Aside: I’ve been writing this post over about a week. It would appear that the Green Party platform I used to generate the graph at the top of the page is no longer the “official” platform. The document is now called their Vision Green and they describe it as “a comprehensive statement of our policies and programmes”. I’m not sure why they aren’t using it as their official platform anymore, but I just wanted to make that clear so you guys don’t think I’m making stuff up.]
So when the Greens talk about science and technology is pretty much always has to do with the environment and climate change. Some of the major points include:
- Retrofitting Canada’s buildings to a high level of energy efficiency by 2025
- Upgrade all low-income housing by 2025
- Provide grants to cover 50% of the cost of solar-powered roofs
- Rapid deployment of wind turbines to generate 17 GW of power (enough to power ~14 DeLorean time machines, FYI)
- All bikes and bicycle gear will be tax-deductible and GST free
- Massively increase funding to public transportation systems
- 85% reduction in vehicle emissions by 2040
- By 2017, no landfill will be able to operate without methane capture
And the list goes on. And on, and on…
All these changes will require a huge investment in researching of new technologies, assuming they ever got put in place.
These policies are well-meaning, and many of them have been implemented in other countries. But to try and get them to work in Canada, and so many of them at once, seems unfeasible.
In addition “science”, “research” and “technology”, I also made a chart searching all the party platforms for the word “homeopath”,
It makes me wonder how a party that talks a big game about using science and research to better our planet, can so greatly miss the mark on science and research in healthcare. Something to consider.
Be sure to vote on May 2. Check Elections Canada for all pertinent information.
Funny April Fools jokes are funny.
This is the second part of my posts about teaching Electricity and Magnetism (EM). Part I can be found here, which dealt with the confusion of students in learning electricity and magnetism together. Part II deals with a paper looking at ways to help improve teaching methods for EM. The paper is entitled “Using multimedia learning modules in a hybrid-online course in electricity and magnetism“.
When I was still TAing (about 2 years ago) the University was starting to implement a new way of performing tutorial sessions. They were going to do it online. This was done by the students logging into a virtual classroom with the other students and were able to type out questions to the TA. The TA was in a computer lab somewhere and outfitted with an electronic on-screen writing tool (don’t ask me what it’s really called) and would work out problems on their screen by hand, which the students were able to see in the virtual classroom.
When asked if I wanted to participate in this type of tutorial, I refused. Call me a dinosaur (I’m only 26, but whatever) but I wanted to be in the room with the students when I taught them.
But do online and multimedia learning tools help? Or are they worse? That was the topic of this study.
A multimedia learning module (MLM) was developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign and implemented as a pre-lecture assignment to students in an introductory physics course. MLMs are interactive online exercises which include flash animations which introduced physics concepts to the students. The MLMs were about 12-15 minutes long.
So the goal of the study was to determine if using MLMs prior to learning the concepts in class resulted in better grades for the students and a better student experience. The study tried them out in an introductory Electricity and Magnetism course in the Fall of 2008 at California State Polytechnic University at Pomona.
They used two different sections of the course as the control group and the experimental group. The control group (N = 48) had only the traditional coursework. The experimental group (N = 34) used traditional coursework in conjunction with the MLMs. To make sure any increase in performance was not simply due to increased time spent on the material in the experimental group (i.e. classtime + time spent on MLMs) the amount of time spent in the class was reduced by one-third for the experimental group.
Students in the experimental group viewed the MLMs prior to learning the material in class. Both groups were approximately equal in academic performance prior to taking the course, as determined by a survey.
Student performance after the term was measured by a multiple choice test, as well as the results of answering questions in class using a personal response system called a “clicker“. Students were also asked to fill out a questionnaire to rate the usefulness of different aspects of the course, such as the textbook or the MLM.
Students who used the MLM showed an 8% higher normalized gain than those in the control group (45% compared to 37%) in their multiple choice test. In addition, students who used the MLMs answered a slightly higher percentage of in-class clicker questions correctly (60 +/- 4.0%) compared to the control group (54 +/- 3.0%). This leads to an effect size of 0.25, which is considered a small effect.
Finally, students rated the usefulness of the different course material on a scale of 1 (not useful at all) to 5 (extremely useful). Students in the experimental group rated the MLMs higher (~2.5) than the course textbook (~1.3).
So does multimedia course material improve student performance? Well these results show that it is no worse than traditional coursework. One thing to note is that any increased improvement of the group which did MLMs compared to the control group is very small. With a sample size of about 40 students in each group, it is difficult to draw any firm conclusions.
It is worth mentioning that the comparison of ﬁnal exam scores between students in the control and those in hybrid-MLM group showed no significant differences.
So at the end of the day, students did roughly just as well in both groups.
But this is an interesting study nonetheless. Probably the best thing to do would be to offer the MLMs as an optional and additional resource to the students, without cutting out the in-class learning time. Everybody learns differently, whether it be through visual stimuli, auditory or simply repetitiveness. The important thing is to make resources available so people of all learning styles can benefit.
I felt I could teach my students best face-to-face, so I declined to use the new fangled technology for online tutorials. But I understand they are still being used, and some students actually prefer them. So I guess in the end, this study showed that no single manner of learning is better than any other. Do what works for you and stick with it.
Sadaghiani, H. (2011). Using multimedia learning modules in a hybrid-online course in electricity and magnetism Physical Review Special Topics – Physics Education Research, 7 (1) DOI: 10.1103/PhysRevSTPER.7.010102