scholarly journals Improving Student’s Concept Understanding on Equilibrium of a Rigid Body Subject with the Applying of Physics Education and Technology

2021 ◽  
Author(s):  
Septina Severina Lumbantobing ◽  
Manogari Sianturi ◽  
Ganti riang Somasi Manao
Keyword(s):  
Rigid Body ◽  
Physics Education ◽  
Concept Understanding ◽  
Education And Technology ◽  
Body Subject

The Global Motion of a Rigid Body Subject to Periodic Body-Fixed Torques

1995 ◽  
Author(s):  
X. Tong ◽  
B. Tabarrok
Keyword(s):  
Rigid Body ◽  
Equations Of Motion ◽  
Melnikov Method ◽  
The Body ◽  
Body Motion ◽  
Heteroclinic Orbits ◽  
Coordinate Frame ◽  
Global Motion ◽  
Stable And Unstable Manifolds ◽  
Body Subject

Abstract In this paper the global motion of a rigid body subject to small periodic torques, which has a fixed direction in the body-fixed coordinate frame, is investigated by means of Melnikov’s method. Deprit’s variables are introduced to transform the equations of motion into a form describing a slowly varying oscillator. Then the Melnikov method developed for the slowly varying oscillator is used to predict the transversal intersections of stable and unstable manifolds for the perturbed rigid body motion. It is shown that there exist transversal intersections of heteroclinic orbits for certain ranges of parameter values.

scholarly journals PhET: SIMULASI INTERAKTIF DALAM PROSES PEMBELAJARAN FISIKA

2020 ◽  
Vol 5 (1) ◽  
pp. 10-14
Author(s):  
Dedi Riyan Rizaldi ◽  
A. Wahab Jufri ◽  
Jamal Jamal
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Physics Education ◽  
Rapid Development ◽  
Physics Learning ◽  
Library Research ◽  
Teachers And Students ◽  
Verbal Data ◽  
Education And Technology ◽  
Interactive Simulations

Abstrak: Perkembangan dunia teknologi dan informasi yang semakin pesat dapat memberikan alternatif bagi pendidik untuk menggunakan berbagai media pembelajaran salah satunya yaitu Physics Education and Technology (PhET). Tujuan penulisan artikel ini untuk menjelaskan tentang 1). Efektivitas penerapan media simulasi PhET dalam proses pembelajaran fisika, 2) Strategi penerapan media simulasi PhET dalam proses pembelajaran fisika, serta 3) Kelebihan dan kekurangan media simulasi PhET dalam proses pembelajaran fisika. Penulisan artikel ini menggunakan metode kualitatif berdasarkan filosofi post positivisme dengan teknik pengumpulan data berupa tri-anggulasi (gabungan), yaitu penelitian kepustakaan melalui pengumpulan data, terutama data verbal seperti buku, artikel, catatan, dan berbagai literatur ilmiah lainnya. Data yang dikumpulkan kemudian dianalisis secara induktif. Berdasarkan hasil tinjauan pustaka, analisis data, dan diskusi dapat disimpulkan bahwa 1). Media simulasi PhET secara efektif digunakan untuk membantu guru dan siswa dalam mempelajari konsep fisika, 2) media simulasi PhET sangat baik dikombinasikan dengan model pembelajaran inkuiri, dan 3) media simulasi PhET memiliki keuntungan yaitu efektif dalam menjelaskan konsep fisika yang sifatnya abstrak, sedangkan kekurangannya adalah bahwa implementasi di sekolah sangat tergantung pada unit komputer yang tersedia.Kata kunci: Simulasi Interaktif PhET, Inkuiri Terbimbing, Pembelajaran FisikaAbstract: The rapid development of technology and information world can provide an alternative for educators to use various learning media, one of which is Physics Education and Technology (PhET). The purpose of this review is to explain 1). The effectiveness of the application of PhET simulation media in the physics learning process, 2) The strategy of applying the PhET simulation media in the physics learning process, and 3) The anvantages and disanvantages of the PhET simulation media in the physics learning process. The writing of this article uses a qualitative method based on a post positivisme philosophy with data collection techniques in the form of tri-anggulation (combined), namely library research through data collection, especially verbal data such as books, articles, notes, and various other scientific literature. The data collected is then analyzed inductively. Based on the results of literature review, data analysis, and discussion it can be concluded that 1). PhET simulation media are effectively used to help teachers and students in learning physics concepts, 2) PhET simulation media are very well combined with inquiry learning models, and 3) PhET simulation media has the advantages of being effective in explaining abstract physical concepts, while the disadvantages is that the implementation in schools is very dependent on the computer units available.Keywords: PhET Interactive Simulations, Guided Inquiry, Physics Learning

Analytical Solutions for a Spinning Rigid Body Subject to Time-Varying Body-Fixed Torques, Part I: Constant Axial Torque

1993 ◽  
Vol 60 (4) ◽  
pp. 970-975 ◽  
Author(s):  
J. M. Longuski ◽  
P. Tsiotras
Keyword(s):  
Rigid Body ◽  
Equations Of Motion ◽  
Analytic Solutions ◽  
Axisymmetric Body ◽  
Attitude Motion ◽  
Time Varying ◽  
Torque Vector ◽  
Constant Torque ◽  
Symmetric Rigid Body ◽  
Body Subject

Analytic solutions are derived for the general attitude motion of a near-symmetric rigid body subject to time-varying torques in terms of certain integrals. A methodology is presented for evaluating these integrals in closed form. We consider the case of constant torque about the spin axis and of transverse torques expressed in terms of polynomial functions of time. For an axisymmetric body with constant axial torque, the resulting solutions of Euler’s equations of motion are exact. The analytic solutions for the Eulerian angles are approximate owing to a small angle assumption, but these apply to a wide variety of practical problems. The case when all three components of the external torque vector vary simultaneously with time is much more difficult and is treated in Part II.

scholarly journals FMCE-PHQ-9 Assessment with Rasch Model in Detecting Concept Understanding, Cheating, and Depression amid the Covid-19 Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 297-309
Author(s):  
Fauzan Sulman ◽  
Sutopo Sutopo ◽  
Sentot Kusairi
Keyword(s):  
Conceptual Understanding ◽  
Rasch Model ◽  
Physics Education ◽  
Education Students ◽  
Concept Understanding ◽  
Force And Motion ◽  
Test Instrument ◽  
Index Of Difficulty ◽  
The Rasch Model ◽  
Item Reliability

This research aims to see the ability of the FMCE-PHQ-9 test instrument amid the Covid-19 pandemic to measure conceptual understanding, cheating, and depression in students. The research was conducted on 64 physics education students at Sulthan Thaha Saifuddin State Islamic University Jambi. The instrument consists of 47 force and motion material items to fit the Winsteps 3.65.0 program. The analysis results using the Rasch Model showed that the MNSQ Outfit was 1.00 in the person column and 0.1 in the item column. Judging from the ZSTD value of 0.57 for the person and 0.1 for the item, the Points Measure value correlated with 0.4 to 0.85 while the item reliability value was 0.73 and the Cronbach's Alpha value was 0.56. therefore, the test instrument using the Rasch proclamation model found 31 fit items. The analysis results show that the concept ability was poor since, on average, the students could only answer questions with a low index of difficulty category. The research results on the level of cheating obtained data that 100 percent of students were not indicated to have the same pattern. Lastly, for the level of depression, only 16 percent of students did not experience depression, while 84 percent of students experienced it.

COMPUTER CODE FOR THE IN-CLASS STUDY OF THE EQUILIBRIUM OF A RIGID BODY SUBJECT TO CONSTRAINTS

2019 ◽  
Author(s):  
Andrei Craifaleanu ◽  
Cristian Dragomirescu ◽  
Iolanda-Gabriela Craifaleanu
Keyword(s):  
Rigid Body ◽  
Computer Code ◽  
Body Subject

scholarly journals PENINGKATAN PEMAHAMAN KONSEP SISWA MELALUI MODEL PEMBELAJARAN IPA BERBASIS PHYSICS EDUCATION TECHNOLOGY-PROBLEM SOLVING

EDUSAINS ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 46-55
Author(s):  
Florida Emmy Doloksaribu ◽  
Triwiyono Triwiyono
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Science Learning ◽  
Education Technology ◽  
Learning Model ◽  
Test Results ◽  
Concept Understanding ◽  
Average Value ◽  
Significant Difference ◽  
Post Test

IMPROVING STUDENT'S CONCEPT UNDERSTANDING THROUGH SCIENCE LEARNING MODEL  BASED OF THE PHYSICS EDUCATION TECHNOLOGY-PROBLEM SOLVINGAbstractThis study aims to determine the increase in understanding the concept of science material and the ability to experiment in a virtual context of energy and its changes in students of SMPN 13 Jayapura. This science learning model, PhET-Problem Solving on students needs to obtain models and teaching materials that were more effectively used. The learning model is validated based on the suitability of indicators and material, legibility, and the suitability of assignments and exercises at an average value of 85.75, which means it is very feasible to use. Participants consisted of a control class and an experimental class. The pretest and post-test results were analyzed based on the N-gain test; the experimental class dominated the high and medium categories at 30% and 70%, conventional class 27% and 46%. The implementation science learning model in context the energy context and its changes based on PhET-PS shows an increase in concept understanding and virtual experimental abilities. Based on the independent sample statistical test, it shows that there is a significant difference between the control class and the experimental class (sig.2-tailed <0.5). Student responses to the PhET-PS learning model were very positive.AbstrakPenelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep materi IPA dan kemampuan eksperimen secara virtual  konteks energi dan perubahannya pada siswa SMPN 13 Jayapura. Model pembelajaran IPA ini berbasis PhET-Problem Solving sesuai kebutuhan  siswa guna mendapatkan model dan bahan ajar yang lebih efektif digunakan. Model pembelajaran divalidasi berdasarkan kesesuaian indikator dan materi, keterbacaan, dan kesesuain tugas- tugas dan latihan pada nilai rata-rata sebesar 85,75 artinya sangat layak digunakan. Partisipan terdiri dari kelas kontrol dan kelas eksperimen. Hasil pretes dan postes dianalisis berdasarkan uji N-gain, pada kategori tinggi dan sedang didominasi kelas eksperimen yaitu 30% dan 70%, kelas konvensional 27% dan 46%.  Model pembelajaran IPA konteks energi dan perubahannya berbasis PhET-PS yang diimplementasikan menunjukkan terjadi peningkatan pemahaman konsep dan kemampuan eksperimen virtual. Berdasarkan uji statistik independent sampel menunjukkan terjadi perbedaan yang signifikan antara kelas kontrol dan kelas eksperimen (sig.2-tailed < 0,5). Tanggapan siswa terhadap model pembelajaran PhET-PS adalah sangat positif.

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