Search

[Resumen]: Las redes inalámbricas son cada vez más importantes en nuestras vidas lo que implica que nuestros conocimientos sobre ellas también deben avanzar. Nuestro proyecto consiste en la elaboración de una herramienta capaz de simular la propagación de ondas en un entorno de interior y que nos permite analizar el rendimiento de nuestras redes inalámbricas y lo óptimo que puede resultar la distribución de nuestro espacio de trabajo. El objetivo principal de esta aplicación es permitir a cualquier usuario, independientemente de sus conocimientos dentro de la materia, poder utilizarla en sus respectivos sectores para poder mejorar sus resultados o incluso aprender más sobre este campo de estudio. [Abstract]: Wireless networks are increasingly important in our lives, which means that our knowledge about them must also advance. Our project consists of developing a tool capable of simulating the propagation of waves in an indoor environment and that allows us to analyze the performance of our wireless networks and how optimal the distribution of our workspace can be. The main objective of this application is to allow any user, regardless of their knowledge of the subject, to be able to use it in their respective sectors in order to improve their results or even learn more about this field of study. Traballo fin de grao (UDC.FIC). Enxeñaría Informática. Curso 2021/2022

We advance a framework for an inferential conception of physical laws, addressing the problem of the application of mathematical structures to the relevant structure of physical domains. Physical laws, we argue, express generalizations that work as rules for deriving physically informative inferences about their target systems, hence guiding us in our interaction with various domains. Our analysis of the application of mathematics to the articulation of physical laws follows a threefold scheme. First, we examine the immersion of the relevant structure of physical domains into mathematical structures. Second, we assess the inferential power of laws resulting from the mathematical formalism employed in the immersion step. And third, we provide a suitable physical interpretation for the extant mathematical structures obtained from the inferential step. We demonstrate that a deflationary, empiricist framework for an inferential conception of physical laws delivers both an understanding of the mathematical character of physical laws, and a way of responding to some of the standard philosophical riddles associated with laws. We advance a framework for an inferential conception of physical laws, addressing the problem of the application of mathematical structures to the relevant structure of physical domains. Physical laws, we argue, express generalizations that work as rules for deriving physically informative inferences about their target systems, hence guiding us in our interaction with various domains. Our analysis of the application of mathematics to the articulation of physical laws follows a threefold scheme. First, we examine the immersion of the relevant structure of physical domains into mathematical structures. Second, we assess the inferential power of laws resulting from the mathematical formalism employed in the immersion step. And third, we provide a suitable physical interpretation for the extant mathematical structures obtained from the inferential step. We demonstrate that a deflationary, empiricist framework for an inferential conception of physical laws delivers both an understanding of the mathematical character of physical laws, and a way of responding to some of the standard philosophical riddles associated with laws.

The purpose of this paper is to explain the sense in which laws of physics are contingent. It argues, first, that contemporary Humean accounts cannot adequately explain the contingency of physical laws; and second, that Hume’s own arguments against the metaphysical necessity of causal connections are not applicable in this context. The paper concludes by arguing that contingency is an essentially emergent, macroscopic phenomenon: we can understand the contingency of fundamental physical laws only through their relation to the distribution of macroscopic modal properties in the manifest world. The purpose of this paper is to explain the sense in which laws of physics are contingent. It argues, first, that contemporary Humean accounts cannot adequately explain the contingency of physical laws; and second, that Hume’s own arguments against the metaphysical necessity of causal connections are not applicable in this context. The paper concludes by arguing that contingency is an essentially emergent, macroscopic phenomenon: we can understand the contingency of fundamental physical laws only through their relation to the distribution of macroscopic modal properties in the manifest world.

Statistical physics is a subject in which determinism and randomness, probabilities and rigorous laws relating material properties of macroscopic objects are finely intertwined. This calls for particular care in the interpretation of results. When this is done, statistical physics, and in particular its nonequilbrium branch, applies very widely to natural phenomena, but also to other fields, in which a statistical treatment is appropriate. In this paper, the fundamental elements and results of this subject, meant to interpret the thermodynamic picture of matter in terms of the atomic hypothesis, are reviewed. These include the Brownian motion; the Fluctutation Dissipation Theorem; the Boltzmann equation; the fluctuation relations; the linear and the non-perturbative response theory. Furthemore, recent applications ranging from active matter to the detection of gravitational waves and to machine learning are briefly summarized. The literature cited in support of the text is supplemented by a list of further readings, meant to fill some of the very many inevitable gaps in the presentation of this subject.

The thesis was examining an opportunity to apply the curriculum process theorem in the matter of general and radiology physics and their problems' expression. The first objective is to create an educational text which would elucidate an indispensable theory for radiology assistant. The educational text is to involve problem expressions of needful physical fields. The second objective was to implement the curriculum process as a quiz and so to evaluate the familiarity among the professionals in the field. Furthermore, three hypotheses were formed. The first hypothesis presumed it is possible by applying the curriculum process to delimit the collection of physics problems that will be tailored to the needs and facilities of radiology assistants. The second hypothesis was divided into two subparts: A) By comparison of a physics structure and compounds of a radiology assistant profile it is possible to process a collection of problems dedicated to general physics. B) By comparison of a physics structure and compounds of a radiology assistant profile it is possible to process the collection of problems dedicated to radiology physics. The third formed hypothesis presumed the familiarity among responders regarding the field will resemble of normal distribution. By comparing the conceptual curriculum of physics and radiology, an educational text was created, which contained exemplary statements of general and radiological physics in relation to the components of the profile of the radiological assistant. By creating the text and defining example statements, the first goal of the work was fulfilled, and the first two hypotheses were accepted. Another application of the curricular process was to compile a test, the questions of which were based on the content of the educational text. Descriptive and mathematical statistics were used to appraise the research observing the test results. The outcome of the research acknowledged the third hypothesis. The second objective was reached by the test implementation. As a certain standardisation the second, previously used test was handed to the responders concomitantly to the first test. Via a parametric test the link between both tests results was confirmed. Following correlation analysis established the strong positive correlation. The results of the bachelor's thesis show that the created educational text together with a set of example statements can be effectively used to prepare students for the profession of radiological assistant.

In a recent paper, Tuomas Tahko has argued for a hybrid view of the laws of nature, according to which some physical laws are metaphysically necessary, while others are metaphysically contingent. In this paper, we show that his criterion for distinguishing between these two kinds of laws — which crucially relies on the essences of natural kinds — is on its own unsatisfactory. We then propose an alternative way of drawing the metaphysically necessary/contingent distinction for laws of physics based on the central kinematical/dynamical distinction used in physical theorising, and argue that the criterion can be used to amend Tahko’s own account, but also that it can be combined with different metaphysical views about the source of necessity.

Dandanes se razvija vedno več različnih algoritmov, med katerimi so nekateri uspešnejši kot drugi. Pri primerjavi uspešnosti pa naletimo na oviro, saj ne obstaja poenoten postopek za primerjavo uspešnosti, zato je težko primerjati različne algoritme in ugotavljati, kateri je boljši. Na kratko smo povzeli klasifikacijo evolucijskih algoritmov. Vsak algoritem smo še podrobneje opisali, nekatere pojave prikazali s slikovnim materialom in zapisali psevdokode. Za primer smo vzeli algoritme fizikalnih fenomenov (EMO, GSA, CBO, LSA, CSS). Navedeni evolucijski algoritmi posnemajo fizikalne pojave v naravi, kot so električne strele, trkdelcev, gravitacija ipd. Najprej smo poustvarili rezultate, ki so navedeni v člankih, nato smo izvedli še tekmovanje med evolucijskimi algoritmi po sistemu šahovskega rangiranja v ogrodju EARS. V magistrskem delu smo tudi podrobneje opisali ogrodje in postopek, kako smo izvedli omenjeni turnir. Ocena uspešnosti temelji na tekmovanju vsakega algoritma z vsakim in za določen problem se turnir izvede tudi večkrat. Za eksperiment smo vzeli nabor matematičnih problemov iz eksperimentov CEC2014 in CEC2015. Uporabljene probleme smo na kratko opisali. Po izvedbi eksperimenta smo analizirali dobljene rezultate, npr. število porabljenih ovrednotenj, najboljša najdena rešitev idr., nato pa smo jih predstavili v obliki tabel rangov in intervala zaupanja. Ugotovili smo, da si nekateri avtorji prilagodijo testne primere, ki pa jih pri rezultatih ne omenjajo. Prav tako menimo, da bi bilo treba vzpostaviti enoten sistem ocenjevanja in primerjavo uspešnosti med algoritmi. Nowadays, more and more different algorithms are being developed, some being more effective than others. When comparing the effectiveness, we are faced with an obstacle, as there is no unified procedure for the comparison of it. That is why it is difficult to compare different algorithms and determine which is better. We have shortly summarized the classification of algorithms. We explained each algorithm in more detail, presented some phenomena with photographic material, and written pseudocodes. We exemplified using algorithms of physical phenomena (EMO, GSA, CBO, LSA, CSS). These algorithms mimic physical phenomena in nature, such as lightning, particle collisions, gravity, etc. First, we recreated the results listed in the articles, and then we performed a competition between algorithms according to the chess rating system in the EARS framework. In the master's thesis, we also described in more detail the framework and the process of how we performed the aforementioned tournament. The evaluation of effectiveness is based on the competition of each algorithm with all others and in case of a specific problem, the tournament is carried out multiple times.For our experiment, we used a set of mathematical problems from the experiments CEC2014 and CEC2015. We briefly described the functions used. After the experiment was performed, the results obtained were analyzed, e.g. the number of evaluations used, the best solution found, etc., and then presented in the form of ranking tables and confidence intervals. We have found that some authors adapt the test cases, which they do not mention in the results. We also believe that a unified system of assessing and comparing algorithms should be established.

This paper argues for the following three theses: (1) There is a clear reason to prefer physical theories with deterministic dynamical equations: such theories are both maximally simple and maximally rich in information, since given an initial configuration of matter and the dynamical equations, the whole (past and future) evolution of the configuration of matter is fixed. (2) There is a clear way how to introduce probabilities in a deterministic physical theory, namely as answer to the question of what evolution of a specific system we can reasonably expect under ignorance of its exact initial conditions. This procedure works in the same manner for both classical and quantum physics. (3) There is no cogent reason to subscribe to an ontological commitment to the parameters that enter the (deterministic) dynamical equations of physics. These parameters are defined in terms of their function for the evolution of the configuration of matter, which is defined in terms of relative particle positions and their change. Granting an ontological status to them does not lead to a gain in explanation, but only to artificial problems. Against this background, I argue that there is no conflict between determinism in physics and free will (on whatever conception of free will), and, in general, point out the limits of science when it comes to the central metaphysical issues.

Language development is achieved in particular by mapping phonological and semantic information.Sensorimotor skills partly support phonological development but the factors supporting semantic processing aresubject to questioning. Studies by Spelke (1992) and Baillargeon (2000, 2008) have shown that infants have earlyskills in understanding physical phenomena. These allow him to infer about his environment. We haveconsidered the possibility that with children with oral language disorders, the comprehension of physicalphenomena participates, in part, in early semantic development by intervening not only on lexical extraction butalso on syntax structuring. We submitted a language evaluation battery (CléA, ECPA 2014) and an original test to47 children, aged 5 to 7 years old, testing their understanding of physical laws. The results show correlationsbetween the understanding of physical laws and certain aspects of morphosyntactic and lexical treatments. Thediscussion of these correlations makes it possible to better understand the semantic structuring of language,opening perspectives for evaluation and early intervention on the construction of meaning in the context of orallanguage disorders.; Le développement du langage se réalise notamment par la mise en correspondance d’informations phonologiques et sémantiques. Les aptitudes sensorimotrices supportent en partie le développement phonologique mais les facteurs supportant le traitement sémantique sont sujets à questionnement. Les études de Spelke (1992) et Baillargeon (2000, 2008) ont montré que le nourrisson possède des compétences précoces pour comprendre des phénomènes physiques. Ceux-ci lui permettent d’inférer sur son environnement. Nous avons envisagé la possibilité qu’auprès d’enfants présentant des troubles du langage oral, la compréhension de phénomènes physiques participe, en partie, à l’élaboration sémantique précoce en intervenant non seulement sur l’extraction lexicale mais aussi sur la structuration de la syntaxe. Nous avons soumis à 47 enfants, âgés de 5 à 7 ans, une batterie d’évaluation du langage (CléA, ECPA 2014) et une épreuve originale testant la compréhension de lois physiques. Les résultats montrent des corrélations entre la compréhension des lois physiques et certains aspects des traitements morphosyntaxiques et lexicaux. La discussion de ces corrélations permet de mieux comprendre la structuration sémantique du langage ouvrant des perspectives d’évaluation et d’intervention précoce sur la construction du sens dans le cadre des troubles du langage oral.

Fizika je jedna od ključnih prirodnih znanosti u fizioterapijskoj praksi. Cilj ovoga istraživanja bio je ispitati poznavanje i primjenu fizikalnih zakonitosti u fizioterapijskom procesu kod studenata preddiplomskog studija fizioterapije. U istraživanju su sudjelovala 92 studenta druge i treće godine, koji su položili ispit iz predmeta Fizika na prvoj godini studija. Za potrebe ovog istraživanja konstruiran je test čiji su zadaci tematski povezani s primjenom fizikalnih zakonitosti u kreiranju fizioterapijskog procesa. Prema rezultatima, najviše studenata ima vrlo dobar (39,1 %) ili izvrstan (43,5 %) uspjeh postignut na predmetu Fizika. Percipiranu razinu znanja o utjecaju fizikalnih zakonitosti u svrhu objektivizacije i poboljšanja kvalitete fizioterapijskog procesa studenti ocjenjuju ocjenom dobar. Na ukupnom uzorku dvije trećine studenata smatra da je poznavanje fizikalnih zakonitosti važno ili vrlo važno u kreiranju fizioterapijskog procesa. Ukupno 60 % studenata točno je odgovorilo na dva ili tri od mogućih pet pitanja na testu. Iz rezultata je vidljivo da u broju točnih odgovora postoji statistički značajna razlika s obzirom na godinu studija, pri čemu su studenti druge godine studija fizioterapije dali više točnih odgovora u odnosu na studente treće godine. Rezultati istraživanja ukazuju da ne postoji statistički značajna povezanost točnih odgovara studenata s njihovom završnom ocjenom, samoprocjenom znanja iz područja fizike te dostupnošću stručne i znanstvene literature. Rezultati ovog istraživanja omogućuju izradu smjernica povezanih s oblikovanjem strategija za unaprjeđenje kvalitete nastavnog plana i programa predmeta Fizika na studiju fizioterapije u cilju primjene fizikalnih zakonitosti u fizioterapijskom procesu., Physics is one of the key natural sciences in physiotherapy practice. The aim of this study was to examine the knowledge and application of physical laws in the physiotherapy process of undergraduate physiotherapy students. The research included 92 second-year and third-year students, who passed the course Physics in their first year of study. For the purpose of this research, a test was developed with tasks thematically related to the application of physical laws in the creation of the physiotherapy process. According to the results, most students achieved very good (39.1%) or excellent success (43.5%) in the course Physics. The perceived level of knowledge about the impact of physical laws for the purpose of objectification and improvement of the quality of the physiotherapy process was assessed by students as good. In the total sample, two thirds of students considered that knowledge of physical laws is important or very important in creating the physiotherapy process. A total of 60% of students correctly answered 2 or 3 out of the possible 5 questions in the test. The results show that there is a statistically significant difference in the number of correct answers; the students of the 2nd year of physiotherapy gave more accurate answers than the students of the 3rd year. Research results indicate that there is no statistically significant correlation between the students’ correct answers and their final assessment, self-assessment of knowledge in physics and the availability of professional and scientific literature. The results of this research serve as a basis for the development of guidelines for designing strategies for improving the quality of the curriculum content of the course Physics at the Study of Physiotherapy in order to apply physical laws to the physiotherapy process.

Nous examinons les relations possibles entre la relativité générale et la mécanique quantique, du point de vue des représentations qu'elles se font de l'espace et du temps, qui sont différentes. Nous nous rapportons à notre propre compréhension des concepts d'espace et de temps, construits en opposition l'un à l'autre à partir des phénomènes physiques, et non constituant un cadre extérieur a priori. Dans le cadre d'une pensée relationnelle, on ne peut que comparer des phénomènes à d'autres phénomènes, et de cette confrontation naissent les repères d'espace-temps, dessinés par les trajectoires de certains phénomènes considérés arbitrairement de façon privilégiée. C'est dans ce cadre qu'il faut penser la possible association de la relativité générale (qui n'a pas le monopole de l'espace et du temps) et de la mécanique quantique (qui n'a pas le monopole de la quantification, cette dernière devant être comprise par la comparaison de deux classes de phénomènes dans une vision probabiliste). La question générale à se poser est celle d'échanges possibles entre les différents points de vue, appuyés sur les divers phénomènes possibles, c'est-à-dire ceux sur lesquels espace et le temps sont définis, et les autres. Ce ne sont pas l'espace et le temps qui disparaissent, ce sont les points de vue qui s'échangent. Ces échanges sont rendus possibles en représentant espace et temps, comme les autres phénomènes, par une paire de champs (r, t) ; r et t sont des vecteurs dans un espace à trois dimensions (le temps est marqué par la position d'un point mobile dans le même espace que celui qui définit la position des points), en opposition aux paires de champs (f, g) associées aux autres phénomènes (comme l'est la paire des champs électrique et magnétique). On peut in fine envisager une quantification de l'espace et du temps ; on peut envisager encore la définition de temps et espace par la seule mécanique quantique. Un cadre préliminaire et qualitatif est ici présenté comme base de futures recherches quantitatives.

Este estudio explora si el conocimiento de las leyes de Arquimedes de las palancas puede ser usado para la medicion subjetiva de las intensidades. Se les presentaron a los participantes dos rectangulos en escala de grises, ubicados sobre una palanca dibujada como una linea horizontal, uno a la derecha y uno a la izquierda del fulcro. El rectangulo de la izquierda fue fijado con una iluminacion baja. Para las diferentes combinaciones de iluminacion y distancia del fulcro se uso el rectangulo de la derecha. Los participantes fueron interrogados sobre la posicion y la distancia del rectangulo de la izquierda con respecto al fulcro, tanto como sobre el peso y la luz emitida por el rectangulo de la derecha. La mayoria de los participantes solucionaron la tarea de acuerdo con su conocimiento de las leyes de Arquimedes. Este hallazgo es interpretado como una implicacion de que la distancia percibida del rectangulo de la izquierda con respecto al fulcro fue proporcional al brillo percibido de la distancia del rectangulo de la derecha. Esto sugiere que el conocimiento implicito o explicito de las personas y las tasas de sus proporciones en la ley de Arquimedes de las palancas, y quiza en otras leyes de la fisica, podrian potencialmente ser usadas para medir la fuerza subjetiva en una escala de proporcion

The study explored whether the knowledge of Archimedes' law of the lever can be used to measure subjective intensities. Participants were presented with two achromatic rectangles on a horizontal line-drawn lever, one on the left and one on the right of the fulcrum. The left rectangle had a fixed low luminance. For different combinations of luminance and distance from the fulcrum of the right rectangle, participants were asked to position the left rectangle at a distance from the fulcrum such that the weight of the light emitted by the left rectangle kept the lever horizontal given the weight of the light emitted by the right rectangle. Most of the participants solved the task in accordance with their knowledge of Archimedes' law. This finding is interpreted to imply that the perceived distance of the left rectangle from the fulcrum was proportional to the perceived brightness of the right rectangle. It suggests that people's explicit or implicit knowledge of ratios and proportions in Archimedes' law of the lever, and perhaps in other physical laws, could potentially be used to measure any subjective intensity on a ratio scale. Este estudio explora si el conocimiento de las leyes de Arquímedes de las palancas puede ser usado para la medición subjetiva de las intensidades. Se les presentaron a los participantes dos rectángulos en escala de grises, ubicados sobre una palanca dibujada como una línea horizontal, uno a la derecha y uno a la izquierda del fulcro. El rectángulo de la izquierda fue fijado con una iluminación baja. Para las diferentes combinaciones de iluminación y distancia del fulcro se usó el rectángulo de la derecha. Los participantes fueron interrogados sobre la posición y la distancia del rectángulo de la izquierda con respecto al fulcro, tanto como sobre el peso y la luz emitida por el rectángulo de la derecha. La mayoría de los participantes solucionaron la tarea de acuerdo con su conocimiento de las leyes de Arquímedes. Este hallazgo es interpretado como una implicación de que la distancia percibida del rectángulo de la izquierda con respecto al fulcro fue proporcional al brillo percibido de la distancia del rectángulo de la derecha. Esto sugiere que el conocimiento implícito o explícito de las personas y las tasas de sus proporciones en la ley de Arquímedes de las palancas, y quizá en otras leyes de la física, podrían potencialmente ser usadas para medir la fuerza subjetiva en una escala de proporción.

The article describes a design of a microcomputer system which is realized in the educational scale model control for physical principles demonstration. That particular design project was a part of the educational facility complex project called Experimentarium aiming at basic school and high school students. The article introduces two racing car models controlled by a microcomputer. The first model set demonstrates the speed and acceleration calculation based on a real time measurement. That calculation result can be compared with results obtained during a running man experiment. The second car model set demonstrates a downforce keeping the car riding the ceiling with wheels upside down. The microcomputer control system is based on microprocessors by Atmel, and the system is described in details including illustrative pictures, schematics and graphs.

The present study examined roles that mathematics plays in students' understanding of physical laws in science. Students in two classes of public junior high school received two types of instructions concerning the physical law predicting that weight of oxidized metal is proportionate to weight of metal before oxidation. Students under the experimental condition deduced the physical law from an atomic model first, and then designed experiments for themselves to obtain the proportion of weight of magnesium to weight of oxidized magnesium by using their knowledge about proportionality that they had learned in mathematics class. Students under the control condition induced the physical law from experiments of oxidation of magnesium. It was found that students under the experimental condition did better on tests about the calculation based on the physical law and took measurement errors into consideration more appropriately than students under the control condition.

In the conceptual design phase of warships, important decisions are made based on relatively little information. It isdecided here whether a concept is feasible, and whether the resulting model should be the basis for further development. The conceptual design phase is characterised by the frequent use of rule of the thumb methods. These methods are not really preferred, because they are limited to a certain validity domain. The use of first principle methods is preferred instead. First principle methods are methods that describe the relationship between function, behaviour and structure using physical laws of nature. Because more detailed models are required here, more user input is needed. First principle methods may profit from the feature modelling approach. Feature modelling is a new way of product modelling that enables the designer to specify higher-level models with less effort. The use of semantics in the feature model, as proposed in this paper, gives model entities real meaning. When model entities have meaning, the designer no longer has to fulfil a bridge function between entities and design rules, and thus the total amount of “maintenance” effort of the designer can be reduced. This work is new in the sense that the feature model for a warship is introduced in an early phase of design, and that model semantics is used as a means to reduce user input at this phase of design.

In the conceptual design phase of warships, important decisions are made based on relatively little information. It isdecided here whether a concept is feasible, and whether the resulting model should be the basis for further development. The conceptual design phase is characterised by the frequent use of rule of the thumb methods. These methods are not really preferred, because they are limited to a certain validity domain. The use of first principle methods is preferred instead. First principle methods are methods that describe the relationship between function, behaviour and structure using physical laws of nature. Because more detailed models are required here, more user input is needed. First principle methods may profit from the feature modelling approach. Feature modelling is a new way of product modelling that enables the designer to specify higher-level models with less effort. The use of semantics in the feature model, as proposed in this paper, gives model entities real meaning. When model entities have meaning, the designer no longer has to fulfil a bridge function between entities and design rules, and thus the total amount of “maintenance” effort of the designer can be reduced. This work is new in the sense that the feature model for a warship is introduced in an early phase of design, and that model semantics is used as a means to reduce user input at this phase of design.

The present study examined roles that mathematics plays in students' understanding of physical laws in science. Students in two classes of public junior high school received two types of instructions concerning the physical law predicting that weight of oxidized metal is proportionate to weight of metal before oxidation. Students under the experimental condition deduced the physical law from an atomic model first, and then designed experiments for themselves to obtain the proportion of weight of magnesium to weight of oxidized magnesium by using their knowledge about proportionality that they had learned in mathematics class. Students under the control condition induced the physical law from experiments of oxidation of magnesium. It was found that students under the experimental condition did better on tests about the calculation based on the physical law and took measurement errors into consideration more appropriately than students under the control condition.

International audience; The comments (3) result from an exchange based on Luke Elwonger's paper as it was presented at the American Philosophical Association Central Division Meeting in Minneapolis in April 2011 (1) and on Bradley' Rettler's response to it as it was sent to me ahead of the meeting in February 2011 (2). The comments were revised in May of that year and in May of the following year following our discussion during the colloquium and a further exchange of mails over two consecutive years with Elwonger and Rettler.