Magnetomechanical components can be a good solution in order to reduce, or even completely avoid, friction phenomena in micro-electro-mechanical systems (MEMS) since they can transmit forces through magnetic fields without contacts. In this communication, electromagnetic simulations of the expected specific torque of a coaxial magnetic gear are given. The results show that micromagnetic gears (3 mm of diameter) could provide a specific torque up to 8.98 Nm/kg, several times larger than the specific torque that microgears (<9 mm of diameter) can provide. This implies that micromagnetic gears could provide speed conversion without contact in the teeth, avoiding corresponding friction, but also that it would even improve the specific torque transmission with respect to contact microgears.
Most of high-school students have typically lower assimilation of the basic concepts of mechanics in comparison with other subjects which are closer to their daily life. In addition, the technical language fairly used in mechanics lessons is far away from their common vocabulary, thus generating estrangement and lack of interest. On the other hand, high-school students are in general attracted and familiarized with sports and sports terminology. The idea hereby proposed is trying to get high-school students closer to mechanics by integrating concepts of mechanics and technical language in their sport activities. In this work, an innovative experimental and demonstrative pedagogical methodology is described. The methodology is based on two main pillars: embracing concepts while playing and normalizing technical language during pleasant moments. The work provides several activities descriptions and procedures as well as suggestions of technical language, uses to mechanics and sports high-school teachers in order to achieve a better inclusion of mechanics in high-school students.
Most of high-school students have typically lower assimilation of the basic concepts of physics in comparison with other subjects which are closer to their daily life. In addition, the technical language fairly used in physics lessons is far away from their common vocabulary, thus generating estrangement and lack of interest. The idea hereby proposed is trying to get high-school students closer to physics by integrating concepts of physics and technical language in their sport activities. In this work, an innovative experimental and demonstrative pedagogical methodology is described. The methodology is based on two main pillars: embracing concepts while playing and normalizing technical language during pleasant moments. The work provides several activities descriptions and procedures as well as suggestions of technical language, uses to physics and sports high-school teachers in order to achieve a better inclusion of physics in high-school students.
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