Regular monitoring of the heart rate (HR):speed relationship may help evaluate response to training and aid in the early detection of problems. This relationship is normally determined using a treadmill or via a ridden test conducted outside on a track. Simple practical alternative methods to obtain this relationship without access to a treadmill or a track could be of value in the field. To evaluate whether the HR:speed relationship could be determined via an indoor ridden test or a lunge test, HR was monitored on two occasions at least 3 h apart, in 12 adult horses (mixed breed) in a familiar environment during a 5 or 7 m radius circle lunge (unridden) test (5LT or 7LT) and an incremental (ridden) test (RT) on the same day. The RT comprised two ridden laps of the perimeter of a 60 £ 40 m indoor school at walk, three laps at trot, three at medium canter and four at fast canter (all on the right rein). The speed of each lap was recorded. The LT comprised lunging for 2 min on each rein at walk, trot and canter. Speed was determined from the number of laps completed and measurement of the distance travelled. HR and speed were highly correlated in both lunge and ridden tests (both r ¼ 0.99^0.01). V 140 on the ridden test (5.2^0.6 m s 21 ) was significantly greater than on the pooled lunge test data (4.4^0.6; P , 0.0001). There was a negative correlation between recovery HR at 2 min following either the LT or RT and V 140 (P , 0.05). The slope of the HR versus speed relationship and V 140 were not different between RT and 7LT, but were significantly different from those of the 5LT (P , 0.05). V 140 was always lower on the lunge tests compared with the ridden test. This suggests that, in this study, lunging without a rider increased the metabolic demand above that for being ridden at a similar speed. V 140 determined by the 7LT gave the closest approximation to the V 140 determined by the RT. The HR:speed relationship can be obtained either from riding an incremental test in an indoor school or from an unridden lunge test.
We have studied the types of student teams that are most effective for collaborative learning in a large freshman university physics course. We compared teams in which the students were all of roughly equal ability to teams with a mix of student abilities, we compared teams with three members to teams with four members, and we examined teams with only one female student and the rest of the students male. We measured team effectiveness by the gains on the Force Concept Inventory and by performance on the final examination. None of the factors that we examined had significant impact on student learning. We also investigated student satisfaction as measured by responses to an anonymous evaluation at the end of the term, and found small but statistically significant differences depending on how the nine teams in the group were constructed.
We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the course primarily for their own interest outperformed students who took the course primarily because it was required, both on the Force Concept Inventory and on the final examination; students who took a senior-level high school physics course outperformed students who did not, also both on the Force Concept Inventory and on the final exam. Students who took the course for their own interest and took high school physics outperformed students who took the course because it was required and did not take high school physics by a wide margin. However, the normalized gain on the Force Concept Inventory was the same within uncertainties for all groups and subgroups of students.
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