Education : Physics

In this paper, we present an exact analysis for thirdorder charge-pump phase-locked loops using state equations. Both the large-signal lock acquisition process and the small-signal linear tracking behavior are described using this analysis. The nonlinear state equations are linearized for the small-signal condition and the -domain noise transfer functions are derived. A comparison to some of the existing analysis methods such as the impulse-invariant transformation and -domain analysis is provided. The effect of the loop parameters and the reference frequency on the loop phase margin and stability is analyzed. The analysis is verified using behavioral simulations in MATLAB and SPECTRE.

Formula packet for physics 2540 CalPoly Pomona
Introduction to thermal physics and quantum phenomena, including thermodynamics, kinetic theory of gases, origins of quantum theory, wave mechanics, particle-wave duality, and atomic energy levels.

Traditionally, problem solving is viewed as the application of learnt facts to
solve a series of word problems. In contrast to this view, current view of problem
solving emphasizes the necessity of seeing problem solving as a medium
for teaching and learning of mathematics. In this paper, how elementary
school mathematics textbooks approach to problem solving is investigated.
The results of the study showed that these textbooks displayed the traditional
view of problem solving. In this view, mathematical concepts and skills are
considered as prerequisites for problem solving. In these textbook, first, mathematical
concepts are taught and then applied for solving word problems.
The implications of the study for textbook selection and teacher education are
disscussed.

Panduan Pembuatan Simulasi Gerak Parabola dengan Scratch untuk pemula. dimulai dengan pengenalan tools dan block pada Scratch, pengenalan Algoritma pembuatan program sampai ke tahap pembuatan simulasi gerak parabola sederhana (dalam hal ini tanpa adanya gaya gesekan udara)

Just as the power of the open-source design paradigm has driven down the cost of software to the point that it is accessible to most people, the rise of open-source hardware is poised to drive down the cost of doing experimental science to expand access to everyone. To assist in this aim, this paper introduces a library of open-source 3-D-printable optics components. This library operates as a flexible, low-cost public-domain tool set for developing both research and teaching optics hardware. First, the use of parametric open-source designs using an open-source computer aided design package is described to customize the optics hardware for any application. Second, details are provided on the use of open-source 3-D printers (additive layer manufacturing) to fabricate the primary mechanical components, which are then combined to construct complex optics-related devices. Third, the use of the open-source electronics prototyping platform are illustrated as control for optical experimental apparatuses. This study demonstrates an open-source optical library, which significantly reduces the costs associated with much optical equipment, while also enabling relatively easily adapted customizable designs. The cost reductions in general are over 97%, with some components representing only 1% of the current commercial investment for optical products of similar function. The results of this study make its clear that this method of scientific hardware development enables a much broader audience to participate in optical experimentation both as research and teaching platforms than previous proprietary methods.

The changing of water into wine at the Marriage at Cana is the earliest miracle credited to Jesus in the Gospel of John. In this paper, I calculate the change in the chemical potential across the reaction first suggested by Irwin, Hicks, and Lerman. Using the simple concepts from statistical physics is not only easier to get the message, but even High-school students can develop a deeper understanding of the process.

This study aims to provide an overview of physics learning research with the STEM approach in Indonesia. This study used a thematic content analysis method which aims to determine the depth of the study using a certain matrix so that a conclusion can be presented based on similarities and differences. This study analyzed SINTA indexed scientific articles published from 2016-2020. The results of the search were obtained as many as 51 scientific articles according to the scope of the research. Research that is mostly done is experiments. The most widely used number of samples was 11-30 and the type of sample that was most studied was students in class XI in Senior High School. The most widely used data collection instrument is the test instrument. The most popular physics material is temperature and heat material, while the most measured research variable is students' understanding of concepts. The product that is mostly developed in learning with the STEM approach is students' worksheets, while the learning model that is most often integrated with the STEM approach is Project-Based Learning (PjBL). In the future, research should examine the effects of learning physics using the STEM approach on variables that are still rarely studied, such as students' representational abilities. In addition, it is necessary to apply a STEM learning approach to other materials that are still rarely used. Thus, it can be concluded that this study has provided preliminary information for further research and policy determination on the STEM approach in physics learning.

The foregoing is a part of a developmental study that attempted to investigate the prior knowledge of students on the process of seeing and perception of colors using the Grounded theory approach. One hundred twenty-two (122) university students in their first year taking programs under the College of Education and College of Arts and Sciences enrolled in a course on biological sciences took part in the study. Explanations of the students related to light absorption in photosynthesis were analyzed to establish an illustration on how they understand the process of seeing and perception of colors. Results revealed that a gap in their understanding of these concepts existed despite its introduction during their basic education. The use of common phenomena and daily context as a form of diagnostic assessment and the importance of integrated lessons were also discussed in this paper.

The aim of this research is to reveal the results in the planning, implementation and evaluation of the process for learning environments to be designed in compliance with 7E learning cycle model in physics lesson. "Action research", which is a qualitative research pattern, is employed in this research in accordance with the aim of the research. The research was implemented at a public high school in Turkey. The research continued for twelve weeks. Two-hour class periods were included on a weekly basis. Study group of the implementation consists of 52 students attending to two different classrooms. The ages of students vary between 15 and 16. Triangulation method was employed in collection and evaluation of data in order to increase research reliability. Observation, interview and peer assessment were used in this study for process description. It is revealed from the observations that the majority of students perceived the lessons as more pleasing by virtue of the discussions in physics lesson.

This study investigated high school students' understanding of fundamental chemistry concepts -states of matter, melting, evaporation, condensation, boiling, and vapor pressure, in relation to their understanding of the particulate nature of matter. A sample of six students (four females and two males) enrolled in a second year chemistry course at a midwestern high school in the USA was interviewed about their conceptions of states of matter, melting, evaporation, condensation, boiling, and vapor pressure. Interviewees were also asked to apply these concepts to explain everyday phenomena. Purposeful typical case sampling method was used to identify the students who were interviewed for this study. Evidence from these interviews indicates that multiple representations of the particulate nature of matter by students contribute to their understanding of the aforementioned fundamental concepts.

Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a study conducted with first-year students enrolled in a compulsory foundation physics unit with a history of low pass rates. Working within a " possible selves " framework, activities were designed to help students position their learning in relation to possible future lives and careers. Two cohorts of students (N ¼ 93) engaged in an intensive workshop comprising multiple activities relating to self and career. Self-reflection worksheets were analyzed using content analysis. The results indicate that students experience immediate benefits from these activities through self-reflection on the current self, future possible professional selves, and the role of current studies in narrowing the gap between the two.

The aims of this research study focused on administrating the innovative instructional management model with the STEM Education in physics class on the Projectile Motion issue of secondary students at the 10th grade level to evaluate the efficiency of the process and the efficiency of the results (E1/E2) of the innovative instructional lesson plan with the efficiency at the determining criteria as 75/75, students’ scientific process skills and the 75-percent criterion with the STEM Education method were compared, students’ learning achievements of their post and their standardized assessments of the 75-percent criterion level were examined, association between students’ scientific process skills and their post learning achievements were assessed. Research administrations, which a sample consisted of 33 secondary students in Watsratong Municipal School, in Roi-Et Province in the second semester of the academic year 2016 with the purposive sampling technique were selected. Assessments an innovative instructional lesson plan in the form of the STEM Education method in the field of physics on projectile motion issue was integrated. Research instruments were assessed with the 20-item Scientific Process Skill Test (SPST) that it was the 4-option multiple choice and the discriminative value (r) was ranged from  0.31 to 0.94, and with the confidence of both the 0.90 test achievement of four characters. Selecting the 30-item Learning Achievement Test (LAT) that it was the 4-option multiple choices, which deals of the discriminative value (r) was ranged from 0.27 to 0.80 and a confidence score of 0.92. The results of these findings have found and followed as: The E1/E2 efficiency was 77.07/76.97, which is higher than the standard set of 75/75 performance criteria. Comparisons between students of their SPST and the 75-percent criterion was 77.10 (= 15.42, = 1.35) and the differences between mean score of SPST and the 75-percent was differentiated at .05 levels, significantly. Comparisons between students’ learning achievements of their post LAT was 76.96 (= 23.09, = 1.91), and differences indicated at the .05 level, significantly. Associations between students’ encouragements of their SPST and their post LAT, the coefficient predictive value indicated that 31% that was contributed to enhance the science process skills and the achievements and had a statistically significant at the .05 level (R2 = 0.3121, ƿ<.05), relatively. The results reflect that learning management with the STEM education method for encouraging science process skills and learning achievements of secondary students at the 10th grade level in physics class are successful at a certain level in the context of this research framework.

This study investigated the effects of the developed and adapted intelligent tutoring systems on academic performance of pre-service physics teachers in colleges of educations, southwestern Nigeria. It determines the effect of the intelligent tutors on retention of Physics concepts at the colleges of education. This is with the ultimate goal of proffering solution to the challenges of achieving some of the objectives of Physics education in the nation. The study adopted non-equivalent pretest - posttest control group design. The population comprised Physics students in colleges of education in Southwestern Nigeria. Three colleges of education were purposively selected from three states in Southwestern Nigeria based on proximity, willingness to participate in the experiment, availability of ICT facilities and a favourable academic calendar. Three intact classes of 200 Level Physics students who were randomly assigned to the locally developed intelligent tutoring systems labelled (ITPA), adapted intelligent tutoring systems labelled (ITPB) and the control groups were taught the topics Vector and Circular Motion. Intelligent Tutoring Performance Test (ITPT) an achievement test was used as pre and posttests for the academic performance. Data collected were analyzed using mean, t-test, one way Analysis of Variance (ANOVA), Scheffé and Bonferroni post-hoc analyses. The results showed significant difference in the posttest as well as in the retention test of those taught using the developed tutor, the adapted tutor and control (F = 144.32; p < 0.05).

This study examines epistemological beliefs of physics undergraduate and graduate students and faculty in the context of solving a well-structured and an ill-structured problem. The data collection consisted of a think aloud problem solving session followed by a semi-structured interview conducted with 50 participants, 10 participants at freshmen, seniors, masters, PhD, and faculty levels. The data analysis involved (a) identification of the range of beliefs about knowledge in the context of the well-structured and the ill-structured problem solving, (b) construction of a framework that unites the individual beliefs identified in each problem context under the same conceptual base, and (c) comparisons of the problem contexts and expertise level groups using the framework. The results of the comparison of the contexts of the well-structured and the ill-structured problem showed that (a) authoritative beliefs about knowledge were expressed in the well-structured problem context, (b) relativistic and religious beliefs about knowledge were expressed in the ill-structured problem context, and (c) rational, empirical, modeling beliefs about knowledge were expressed in both problem contexts. The results of the comparison of the expertise level groups showed that (a) undergraduates expressed authoritative beliefs about knowledge more than graduate students and faculty did not express authoritative beliefs, (b) faculty expressed modeling beliefs about knowledge more than graduate students and undergraduates did not express modeling beliefs, and (c) there were no differences in rational, empirical, experiential, relativistic, and religious beliefs about knowledge among the expertise level groups. As the expertise level increased the number of participants who expressed authoritative beliefs about knowledge decreased and the number of participants who expressed modeling based beliefs about knowledge increased. The results of this study implied that existing developmental and cognitive models of personal epistemology can explain personal epistemology in physics to a limited extent, however, these models cannot adequately account for the variation of epistemological beliefs across problem contexts. Modeling beliefs about knowledge emerged as a part of personal epistemology and an indicator of epistemological sophistication, which do not develop until extensive experience in the field. Based on these findings, the researcher recommended providing opportunities for practicing model construction for students.

At Greenview Secondary School, lower secondary Normal (Technical) students get to design and create toys as part of learning science through a multi-disciplinary project-based curriculum. Through this approach, students develop positive and confident attitudes toward learning science and other subjects. Dr Nazir shares his story in a 2013 article in SingTeach.