scholarly journals Detecting Students’ Misconception in Simple Harmonic Motion Concepts Using Four-Tier Diagnostic Test Instruments

2020 ◽  
Vol 9 (1) ◽  
pp. 21-31 ◽  
Author(s):  
Awal Mulia Rejeki Tumanggor ◽  
Supahar Supahar ◽  
Ernila Siringo Ringo ◽  
Muhammad Dika Harliadi
Keyword(s):  
Difficulty Level ◽  
Design Development ◽  
Vibration Period ◽  
Harmonic Motion ◽  
Test Items ◽  
Simple Harmonic Motion ◽  
Planning And Design ◽  
Test Instrument ◽  
Tenth Grade ◽  
The Relationship

This research aims to develop the test instrument that is feasible in terms of validity, reliability, and difficulty level and to identify students' misconceptions in simple harmonic motion concepts. The development stages used in this research were the modifications result from Oriondo Dalo-Antonio, which included: (1) planning and design development, (2) trying out, and (3) measurement and interpretation of results. The instrument has been developed and categorized as effective because it is declared valid and reliable based on the criteria of the lowest and highest limit of the INFIT MNSQ which is 0.77 and 1.30, all test items are fitted with the PCM model, and the instrument's reliability has an item reliability value of 0.73 with a good category. The test instrument was applied to 60 students of the tenth-grade of senior high school. Based on the results, the four-tier test instrument developed was able to identify students' conceptual understanding of 36.4%, and 17.7% of students only understood parts of concepts, 40.7% of students experienced misconceptions, and 5.2% of students did not know the concept. The biggest misconception occurred in the subtopic frequency of simple harmonic motion by 75%, the relationship of the rope length with the pendulum vibration period by 60%, and 58.3% about the relationship between the total spring constant and the spring frequency. The instrument developed in this research was able to detect students' misconceptions, especially student learning experiences about simple harmonic motion

TPT NOTES: Damped Simple Harmonic Motion on a Linear Air Track

1969 ◽  
Vol 7 (7) ◽  
pp. 395-396
Author(s):  
Thomas B. Greenslade
Keyword(s):  
Harmonic Motion ◽  
Simple Harmonic Motion

The Relationship between Item Context Characteristics and Student Performance: The Case of the 2006 and 2009 PISA Science Items

2015 ◽  
Vol 117 (1) ◽  
pp. 1-36
Author(s):  
Maria Araceli Ruiz-Primo ◽  
Min Li
Keyword(s):  
Empirical Evidence ◽  
Student Performance ◽  
Research Design ◽  
Exploratory Study ◽  
Test Design ◽  
Test Items ◽  
Pisa 2006 ◽  
The Relationship ◽  
Context Characteristics ◽  
Key Questions

Background A long-standing premise in test design is that contextualizing test items makes them concrete, less demanding, and more conducive to determining whether students can apply or transfer their knowledge. Purpose We assert that despite decades of study and experience, much remains to be learned about how to construct effective and fair test items with contexts. Too little is known about how item contexts can be appropriately constructed and used, and even less about the relationship between context characteristics and student performance. The exploratory study presented in this paper seeks to contribute to knowledge about test design and construction by focusing on this gap. Research Design We address two key questions: (a) What are the characteristics of contexts used in the PISA science items? and (b) What are the relationships between different context characteristics and student performance? We propose a profiling approach to capture information about six context dimensions: type of context, context role, complexity, resources, level of abstraction, and connectivity. To test the approach empirically we sampled a total of 52 science items from PISA 2006 and 2009. We describe the context characteristics of the items at two levels (named layers): general (testlet context) and specific (item context). Conclusion We provide empirical evidence about the relationships of these characteristics with student performance as measured by the international percentage of correct responses. We found that the dimension of context resources (e.g., pictures, drawings, photographs) for general contexts and level of abstractness for specific contexts are associated with student performance.

TELECOMMUNICATION NETWORKS AS A BASE FOR BRIDGING THE DIGITAL DIVIDE BETWEEN RUSSIAN FEDERATION REGIONS

2021 ◽  
Author(s):  
Н.А. ЧИСТОВА ◽  
А.С. БОРОДИН ◽  
А.Е. КУЧЕРЯВЫЙ
Keyword(s):  
Digital Divide ◽  
Communication Networks ◽  
Russian Federation ◽  
Educational Process ◽  
Telecommunication Networks ◽  
Gross Regional Product ◽  
Planning And Design ◽  
The Russian Federation ◽  
Regional Product ◽  
The Relationship

Статья посвящена анализу возможностей сетей связи для сокращения цифрового разрыва между регионами Российской Федерации. Основным результатом статьи является установление взаимосвязи валового регионального продукта и доли занятых в сфере информатизации и связи в общем числе занятых во всех отраслях. Результаты статьи могут быть использованы заинтересованными министерствами и ведомствами при реализации программы цифровой экономики, научными и проектными организациями при планировании и проектировании сетей связи, а также университетами в учебном процессе. The article is devoted to the analysis of the capabilities of telecommunication networks with ultralow latency to reduce the digital divide between the regions of the Russian Federation. The main result of the article is to establish the relationship between the gross regional product and the share of people employed in the field of informatization and communications in the total number of people employed in all industries. The results of the article can be used by interested ministries and departments in the implementation of the digital economy program, scientific and design organizations in the planning and design of communication networks, as well as by universities in the educational process.

Response characteristics of electromagnetic seismographs and their dependence on the instrumental constants

1949 ◽  
Vol 39 (3) ◽  
pp. 205-218
Author(s):  
S. K. Chakrabarty
Keyword(s):  
General Solution ◽  
Equation Of Motion ◽  
Harmonic Motion ◽  
Response Characteristics ◽  
Local Earthquakes ◽  
Simple Harmonic Motion ◽  
The Earth ◽  
Electromagnetic Seismograph ◽  
Different Types ◽  
Proper Values

Summary The equation of motion of the seismometer and the galvanometer in an electromagnetic seismograph has been derived in the most general form taking into consideration all the forces acting on the system except that produced by hysteresis. A general solution has been derived assuming that the earth or the seismometer frame is subjected to a sustained simple harmonic motion, and expressions for both the transient and the steady term in the solution have been given. The results for the particular case when the seismograph satisfies the Galitzin conditions can easily be deduced from the results given in the present paper. The results can now be used to study the response characteristics of all electromagnetic seismographs, whether they satisfy the Galitzin conditions or not, and will thus give an accurate theoretical picture of the response also of seismographs used for the study of “local earthquakes” and “microseisms” which do not in general obey the Galitzin conditions. The results obtained can also be used to get analytically the response of the seismographs for different types of earth motion from the very beginning, and not only after the transient term has disappeared. The theory of the response to simple tests used to determine the dynamic magnification of any seismograph and also to determine and check regularly the instrumental constants of the seismographs has been worked out. The results obtained can also be used for ascertaining the proper values of the instrumental constants suitable for the various purposes for which the seismographs are to be used.

Simple harmonic motion

2019 ◽  
pp. 262-268
Author(s):  
John Bird ◽  
Carl Ross
Keyword(s):  
Harmonic Motion ◽  
Simple Harmonic Motion
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