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physics</title> <meta name="description" content="Search results for: classical physics"> <meta name="keywords" content="classical physics"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="classical physics"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1485</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: classical physics</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1485</span> The Theory of Relativity (K)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Igor%20Vladimirovich%20Kuzminov">Igor Vladimirovich Kuzminov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The proposed article is an alternative version of the Theory of Relativity. The version is based on the concepts of classical Newtonian physics and does not deny the existing calculation base. The proposed theory completely denies Einstein's existing Theory of Relativity. The only thing that connects these theories is that the proposed theory is also built on postulates. The proposed theory is intended to establish the foundation of classical Newtonian physics. The proposed theory is intended to establish continuity in the development of the fundamentals of physics and is intended to eliminate all kinds of speculation in explanations of physical phenomena. An example of such speculation is Einstein's Theory of Relativity (E). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20theory%20of%20relativity" title="the theory of relativity">the theory of relativity</a>, <a href="https://publications.waset.org/abstracts/search?q=postulates%20of%20the%20theory%20of%20relativity" title=" postulates of the theory of relativity"> postulates of the theory of relativity</a>, <a href="https://publications.waset.org/abstracts/search?q=criticism%20of%20Einstein%27s%20theory" title=" criticism of Einstein's theory"> criticism of Einstein's theory</a>, <a href="https://publications.waset.org/abstracts/search?q=classical%20physics" title=" classical physics"> classical physics</a> </p> <a href="https://publications.waset.org/abstracts/188535/the-theory-of-relativity-k" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188535.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1484</span> Axiomatic Systems as an Alternative to Teach Physics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liliana%20M.%20Marinelli">Liliana M. Marinelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20T.%20Varanese"> Cristina T. Varanese</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last few years, students from higher education have difficulties in grasping mathematical concepts which support physical matters, especially those in the first years of this education. Classical Physics teaching turns to be complex when students are not able to make use of mathematical tools which lead to the conceptual structure of Physics. When derivation and integration rules are not used or developed in parallel with other disciplines, the physical meaning that we attempt to convey turns to be complicated. Due to this fact, it could be of great use to see the Classical Mechanics from an axiomatic approach, where the correspondence rules give physical meaning, if we expect students to understand concepts clearly and accurately. Using the Minkowski point of view adapted to a two-dimensional space and time where vectors, matrices, and straight lines (worked from an affine space) give mathematical and physical rigorosity even when it is more abstract. An interesting option would be to develop the disciplinary contents from an axiomatic version which embraces the Classical Mechanics as a particular case of Relativistic Mechanics. The observation about the increase in the difficulties stated by students in the first years of education allows this idea to grow as a possible option to improve performance and understanding of the concepts of this subject. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=axioms" title="axioms">axioms</a>, <a href="https://publications.waset.org/abstracts/search?q=classical%20physics" title=" classical physics"> classical physics</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20concepts" title=" physical concepts"> physical concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=relativity" title=" relativity"> relativity</a> </p> <a href="https://publications.waset.org/abstracts/46849/axiomatic-systems-as-an-alternative-to-teach-physics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46849.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">306</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1483</span> Teaching Physics: History, Models, and Transformation of Physics Education Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Didi%C5%9F%20K%C3%B6rhasan">N. Didiş Körhasan</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Kaltak%C3%A7%C4%B1%20G%C3%BCrel"> D. Kaltakçı Gürel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many students have difficulty in learning physics from elementary to university level. In addition, students' expectancy, attitude, and motivation may be influenced negatively with their experience (failure) and prejudice about physics learning. For this reason, physics educators, who are also physics teachers, search for the best ways to make students' learning of physics easier by considering cognitive, affective, and psychomotor issues in learning. This research critically discusses the history of physics education, fundamental pedagogical approaches, and models to teach physics, and transformation of physics education with recent research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title="pedagogy">pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a> </p> <a href="https://publications.waset.org/abstracts/53785/teaching-physics-history-models-and-transformation-of-physics-education-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1482</span> Classical Physics against New Physics in Teaching Science </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricio%20Alberto%20Cullen">Patricio Alberto Cullen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching Science in high school has been decreasing its quality for several years, and it is an obvious theme of discussion over more than 30 years. As a teacher of Secondary Education and a Professor of Technological University was necessary to work with some projects that attempt to articulate the different methodologies and concepts between both levels. Teaching Physics in Engineering Career is running between two waters. Disciplinary content and inconsistent training students got in high school. In the heady times facing humanity, teaching Science has become a race against time, and this is where it is worth stopping. Professor of Physics has outdated teaching tools against the relentless growth of knowledge in the Academic World. So we have raised from a pedagogical point of view the following question: Laboratory practices must continue to focus on traditional physics or should develop alternatives between old practices and new physics methodologies. Faced with this paradox, we stopped to try to answer from our experience, and our teaching and learning practice. These are one of the greatest difficulties presented in the Engineering work. The physics team will try to find new methodologies that are appealing to the population of students in the 21st century. Currently, the methodology used is question students about their personal interests. Once discovered mentioned interests, will be held some lines of action to facilitate achieving the goals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20school%20and%20university" title="high school and university">high school and university</a>, <a href="https://publications.waset.org/abstracts/search?q=level" title=" level"> level</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20physics" title=" teaching physics"> teaching physics</a> </p> <a href="https://publications.waset.org/abstracts/48573/classical-physics-against-new-physics-in-teaching-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1481</span> Analyzing the Emergence of Conscious Phenomena by the Process-Based Metaphysics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chia-Lin%20Tu">Chia-Lin Tu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Towards the end of the 20th century, a reductive picture has dominated in philosophy of science and philosophy of mind. Reductive physicalism claims that all entities and properties in this world are eventually able to be reduced to the physical level. It means that all phenomena in the world are able to be explained by laws of physics. However, quantum physics provides another picture. It says that the world is undergoing change and the energy of change is, in fact, the most important part to constitute world phenomena. Quantum physics provides us another point of view to reconsider the reality of the world. Throughout the history of philosophy of mind, reductive physicalism tries to reduce the conscious phenomena to physical particles as well, meaning that the reality of consciousness is composed by physical particles. However, reductive physicalism is unable to explain conscious phenomena and mind-body causation. Conscious phenomena, e.g., qualia, is not composed by physical particles. The current popular theory for consciousness is emergentism. Emergentism is an ambiguous concept which has not had clear idea of how conscious phenomena are emerged by physical particles. In order to understand the emergence of conscious phenomena, it seems that quantum physics is an appropriate analogy. Quantum physics claims that physical particles and processes together construct the most fundamental field of world phenomena, and thus all natural processes, i.e., wave functions, have occurred within. The traditional space-time description of classical physics is overtaken by the wave-function story. If this methodology of quantum physics works well to explain world phenomena, then it is not necessary to describe the world by the idea of physical particles like classical physics did. Conscious phenomena are one kind of world phenomena. Scientists and philosophers have tried to explain the reality of them, but it has not come out any conclusion. Quantum physics tells us that the fundamental field of the natural world is processed metaphysics. The emergence of conscious phenomena is only possible within this process metaphysics and has clearly occurred. By the framework of quantum physics, we are able to take emergence more seriously, and thus we can account for such emergent phenomena as consciousness. By questioning the particle-mechanistic concept of the world, the new metaphysics offers an opportunity to reconsider the reality of conscious phenomena. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quantum%20physics" title="quantum physics">quantum physics</a>, <a href="https://publications.waset.org/abstracts/search?q=reduction" title=" reduction"> reduction</a>, <a href="https://publications.waset.org/abstracts/search?q=emergence" title=" emergence"> emergence</a>, <a href="https://publications.waset.org/abstracts/search?q=qualia" title=" qualia"> qualia</a> </p> <a href="https://publications.waset.org/abstracts/99665/analyzing-the-emergence-of-conscious-phenomena-by-the-process-based-metaphysics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99665.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1480</span> The Probability Foundation of Fundamental Theoretical Physics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Quznetsov%20Gunn">Quznetsov Gunn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the study of the logical foundations of probability theory, it was found that the terms and equations of the fundamental theoretical physics represent terms and theorems of the classical probability theory, more precisely, of that part of this theory, which considers the probability of dot events in the 3 + 1 space-time. In particular, the masses, moments, energies, spins, etc. turn out of parameters of probability distributions such events. The terms and the equations of the electroweak and of the quark-gluon theories turn out the theoretical-probabilistic terms and theorems. Here the relation of a neutrino to his lepton becomes clear, the W and Z bosons masses turn out dynamic ones, the cause of the asymmetry between particles and antiparticles is the impossibility of the birth of single antiparticles. In addition, phenomena such as confinement and asymptotic freedom receive their probabilistic explanation. And here we have the logical foundations of the gravity theory with phenomena dark energy and dark matter. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classical%20theory%20of%20probability" title="classical theory of probability">classical theory of probability</a>, <a href="https://publications.waset.org/abstracts/search?q=logical%20foundation%20of%20fundamental%20theoretical%20physics" title=" logical foundation of fundamental theoretical physics"> logical foundation of fundamental theoretical physics</a>, <a href="https://publications.waset.org/abstracts/search?q=masses" title=" masses"> masses</a>, <a href="https://publications.waset.org/abstracts/search?q=moments" title=" moments"> moments</a>, <a href="https://publications.waset.org/abstracts/search?q=energies" title=" energies"> energies</a>, <a href="https://publications.waset.org/abstracts/search?q=spins" title=" spins"> spins</a> </p> <a href="https://publications.waset.org/abstracts/69589/the-probability-foundation-of-fundamental-theoretical-physics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69589.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1479</span> Mobile Games Applications Android-Based Physics Education to Improve Student Motivation and Interest in Learning Physics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rizky%20Dwi%20A">Rizky Dwi A</a>, <a href="https://publications.waset.org/abstracts/search?q=Mikha%20Herlina%20Pi"> Mikha Herlina Pi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physics lessons for high school students, especially in Indonesia is less desirable because many people believe that physics is very difficult, especially the development of increasingly sophisticated era make online gaming more attractive many people especially school children with a variety of increasingly sophisticated gadgets. Therefore, if those two things combined to attract students in physics, the physics-based educational game android can motivate students' interest and understanding of the physics because while playing, they can also learn physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20physics" title=" game physics"> game physics</a>, <a href="https://publications.waset.org/abstracts/search?q=interest" title=" interest"> interest</a>, <a href="https://publications.waset.org/abstracts/search?q=student%27s%20motivation" title=" student's motivation"> student's motivation</a> </p> <a href="https://publications.waset.org/abstracts/39431/mobile-games-applications-android-based-physics-education-to-improve-student-motivation-and-interest-in-learning-physics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1478</span> Virtual Practical Work as Formation of Physics Concept for Student</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sepdiana%20W.%20Rahmawati">Sepdiana W. Rahmawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Santi%20A.%20P.%20Anggraini"> Santi A. P. Anggraini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The world of education has made progress with the various new technologies with help of computer. No exception physics education, especially virtual physics practical work. By doing practical work, memory of physics concept will be more advantageous for student and they will understand the essence of actual physics, not only spiked formula. With help of computers, created a variety of applications that can be used by students to perform virtual practical work and students will start thinking systematically to be able find its own concepts and understand the application of physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=essence%20of%20physics" title="essence of physics">essence of physics</a>, <a href="https://publications.waset.org/abstracts/search?q=formation%20concept" title=" formation concept"> formation concept</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20concept" title=" physics concept"> physics concept</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20practical%20work" title=" virtual practical work"> virtual practical work</a> </p> <a href="https://publications.waset.org/abstracts/39435/virtual-practical-work-as-formation-of-physics-concept-for-student" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39435.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1477</span> Effects of Listening to Pleasant Thai Classical Music on Increasing Working Memory in Elderly: An Electroencephalogram Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anchana%20Julsiri">Anchana Julsiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Seree%20Chadcham"> Seree Chadcham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study determined the effects of listening to pleasant Thai classical music on increasing working memory in elderly. Thai classical music without lyrics that made participants feel fun and aroused was used in the experiment for 3.19-5.40 minutes. The accuracy scores of Counting Span Task (CST), upper alpha ERD%, and theta ERS% were used to assess working memory of participants both before and after listening to pleasant Thai classical music. The results showed that the accuracy scores of CST and upper alpha ERD% in the frontal area of participants after listening to Thai classical music were significantly higher than before listening to Thai classical music (p < .05). Theta ERS% in the fronto-parietal network of participants after listening to Thai classical music was significantly lower than before listening to Thai classical music (p < .05). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brain%20wave" title="brain wave">brain wave</a>, <a href="https://publications.waset.org/abstracts/search?q=elderly" title=" elderly"> elderly</a>, <a href="https://publications.waset.org/abstracts/search?q=pleasant%20Thai%20classical%20music" title=" pleasant Thai classical music"> pleasant Thai classical music</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/4391/effects-of-listening-to-pleasant-thai-classical-music-on-increasing-working-memory-in-elderly-an-electroencephalogram-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4391.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">459</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1476</span> Stern-Gerlach Force in Quantum Magnetic Field and Schrodinger's Cat</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mandip%20Singh">Mandip Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Quantum entanglement plays a fundamental role in our understanding of counter-intuitive aspects of quantum reality. If classical physics is an approximation of quantum physics, then quantum entanglement should persist at a macroscopic scale. In this paper, a thought experiment is presented where a free falling spin polarized Bose-Einstein condensate interacts with a quantum superimposed magnetic field of nonzero gradient. In contrast to the semiclassical Stern-Gerlach experiment, the magnetic field and the spin degrees of freedom both are considered to be quantum mechanical in a generalized scenario. As a consequence, a Bose-Einstein condensate can be prepared at distinct locations in space in a sense of quantum superposition. In addition, the generation of Schrodinger-cat like quantum states shall be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Schrodinger-cat%20quantum%20states" title="Schrodinger-cat quantum states">Schrodinger-cat quantum states</a>, <a href="https://publications.waset.org/abstracts/search?q=macroscopic%20entanglement" title=" macroscopic entanglement"> macroscopic entanglement</a>, <a href="https://publications.waset.org/abstracts/search?q=macroscopic%20quantum%20fields" title=" macroscopic quantum fields"> macroscopic quantum fields</a>, <a href="https://publications.waset.org/abstracts/search?q=foundations%20of%20quantum%20physics" title=" foundations of quantum physics"> foundations of quantum physics</a> </p> <a href="https://publications.waset.org/abstracts/74746/stern-gerlach-force-in-quantum-magnetic-field-and-schrodingers-cat" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74746.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1475</span> Physics’s Practical Based on Android as a Motivator in Learning Physics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuni%20Rochmawati">Yuni Rochmawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Luluk%20Il%20Mukarromah"> Luluk Il Mukarromah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Android is a mobile operating system (OS) based on the linux kerrnel and currently developed by google. With a user interface based on direct manipulation, Android is designed primarily for touchscreen mobile deviced such as smartphone and tablet computer, with specialized user interface for television (Android TV), cars (Android Auto), and wrist watches (Android Wear). Now, almost all peoples using smartphone. Smartphone seems to be a must-have object, because smartphone has many benefits. In addition, of course smartphone have many benefits for education, like resume of lesson that form of e-book. However, this article is not about resume of lesson. This article is about practical based on android, exactly for physics. Therefore, we will explain our idea about physics’s practical based on android and for output, we wish many students will be like to studying physics and always remember about physics’s phenomenon by physics’s practical based on android. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=android" title="android">android</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=practical" title=" practical"> practical</a> </p> <a href="https://publications.waset.org/abstracts/39584/physicss-practical-based-on-android-as-a-motivator-in-learning-physics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1474</span> Application of Web Aided Education on Laboratory of the Physics Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nigmet%20Koklu">Nigmet Koklu</a>, <a href="https://publications.waset.org/abstracts/search?q=Dundar%20Yener"> Dundar Yener</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, distance education that make use of web technology is used widely all around the world to overcome geographical and time based problems in education. Graphics, animation and other auxiliary visual sources help student to understand the subjects easily. Especially some theoretical courses that are quite difficult to understand such as physics and chemistry require visual material for students to understand topics clearly. In this study, physics applications for laboratory of physics course were developed. All facilities of web-based educational technology were used for students in laboratory studies to avoid making mistakes and to learn better physics subjects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title="physics education">physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory" title=" laboratory"> laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=web-based%20education" title=" web-based education"> web-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a> </p> <a href="https://publications.waset.org/abstracts/14604/application-of-web-aided-education-on-laboratory-of-the-physics-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14604.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">515</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1473</span> The Case of Plagiarism and Its Presence in Classical Arabic Poetry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yusuf%20Seller">Yusuf Seller</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Classical Arabic poetry was narrated by the followers of poets, who were memorizing and repeating all the couplets of their master constantly. Although the students established their own styles, it was very natural for them to reflect the style and expression of their masters. This reflection was discussed in classical Arabic literary criticism and rhetoric (al-‘ilm al-balagha), as “al-Sariqah al-shiriyyah”, plagiarism in poetry. This study tests the claim that the reflection of the master's style and expressions in the student's poetry cannot be considered plagiarism. In addition, one of the goals of this essay is also to investigate the methodological emergence of plagiarism phenomena in classical Arabic poetry. The investigation of the methodological origins of plagiarism helps us see the relationship of plagiarism with literary property and the extent of the property`s authenticity. Therefore, the focus is directed towards uncovering the underlying ethical principles governing literary works and academic research in classical Arabic poetry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20literary%20criticism" title="Arabic literary criticism">Arabic literary criticism</a>, <a href="https://publications.waset.org/abstracts/search?q=classical%20Arabic%20poetry" title=" classical Arabic poetry"> classical Arabic poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=plagiarism" title=" plagiarism"> plagiarism</a>, <a href="https://publications.waset.org/abstracts/search?q=al-Sariqah%20al-shiriyyah" title=" al-Sariqah al-shiriyyah"> al-Sariqah al-shiriyyah</a> </p> <a href="https://publications.waset.org/abstracts/184394/the-case-of-plagiarism-and-its-presence-in-classical-arabic-poetry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184394.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">44</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1472</span> De Broglie Wavelength Defined by the Rest Energy E0 and Its Velocity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Orozovi%C4%87">K. Orozović</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Balon"> B. Balon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we take a different approach to de Broglie wavelength, as we relate it to relativistic physics. The quantum energy of the photon radiated by a body with de Broglie wavelength, as it moves with velocity v, can be defined within relativistic physics by rest energy E₀. In this way, we can show the connection between the quantum of radiation energy of the body and the rest of energy E₀ and thus combine what has been incompatible so far, namely relativistic and quantum physics. So, here we discuss the unification of relativistic and quantum physics by introducing the factor k that is analog to the Lorentz factor in Einstein's theory of relativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=de%20Brogli%20wavelength" title="de Brogli wavelength">de Brogli wavelength</a>, <a href="https://publications.waset.org/abstracts/search?q=relativistic%20physics" title=" relativistic physics"> relativistic physics</a>, <a href="https://publications.waset.org/abstracts/search?q=rest%20energy" title=" rest energy"> rest energy</a>, <a href="https://publications.waset.org/abstracts/search?q=quantum%20physics" title=" quantum physics"> quantum physics</a> </p> <a href="https://publications.waset.org/abstracts/135170/de-broglie-wavelength-defined-by-the-rest-energy-e0-and-its-velocity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135170.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1471</span> Physical Physics: Enhancing the Learning Experience for Undergraduate Game Development Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Kavanagh">Y. Kavanagh</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20O%27Hara"> N. O'Hara</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Palmer"> R. Palmer</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Lowe"> P. Lowe</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Rafferty"> D. Rafferty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical Physics is a physics education methodology for games programfmes that integrates physical activity with movement tracking and modelling. It significantly enhances the learning experience and it is effective in illustrating how physics is core in games design and programming, while allowing students to be active participants and take ownership of the learning process. It has been successfully piloted with undergraduate students studying Games Development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activity" title="activity">activity</a>, <a href="https://publications.waset.org/abstracts/search?q=enhanced%20learning" title=" enhanced learning"> enhanced learning</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20development" title=" game development"> game development</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/40745/physical-physics-enhancing-the-learning-experience-for-undergraduate-game-development-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1470</span> The Design of the Questionnaire of Attitudes in Physics Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Merlo">Ricardo Merlo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attitude is a hypothetical construct that can be significantly measured to know the favorable or unfavorable predisposition that students have towards the teaching of sciences such as Physics. Although the state-of-the-art attitude test used in Physics teaching indicated different design and validation models in different groups of students, the analysis of the weight given to each dimension that supported the attitude was scarcely evaluated. Then, in this work, a methodology of attitude questionnaire construction process was proposed that allowed the teacher to design and validate the measurement instrument for different subjects of Physics at the university level developed in the classroom according to the weight considered to the affective, knowledge, and behavioural dimensions. Finally, questionnaire models were tested for the case of incoming university students, achieving significant results in the improvement of Physics teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20teaching" title=" physics teaching"> physics teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/182105/the-design-of-the-questionnaire-of-attitudes-in-physics-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182105.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1469</span> The Physics of Cold Spray Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ionel%20Botef">Ionel Botef</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies show that, for qualitative coatings, the knowledge of cold spray technology must focus on a variety of interdisciplinary fields and a framework for problem solving. The integrated disciplines include, but are not limited to, engineering, material sciences, and physics. Due to its importance, the purpose of this paper is to summarize the state of the art of this technology alongside its theoretical and experimental studies, and explore the role and impact of physics upon cold spraying technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=surface%20engineering" title="surface engineering">surface engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=cold%20spray" title=" cold spray"> cold spray</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=modelling" title=" modelling"> modelling</a> </p> <a href="https://publications.waset.org/abstracts/24726/the-physics-of-cold-spray-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24726.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">531</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1468</span> Researches Concerning Photons as Corpuscles with Mass and Negative Electrostatic Charge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ioan%20Rusu">Ioan Rusu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Let us consider that the entire universe is composed of a single hydrogen atom within which the electron is moving around the proton. In this case, according to classical theories of physics, radiation and photons, respectively, should be absorbed by the electron. Depending on the number of photons absorbed, the electron radius of rotation around the proton is established. Until now, the principle of photon absorption by electrons and the electron transition to a new energy level, namely to a higher radius of rotation around the proton, is not clarified in physics. This paper aims to demonstrate that photons have mass and negative electrostatic charge similar to electrons but infinitely smaller. The experiments which demonstrate this theory are simple: thermal expansion, photoelectric effect and thermonuclear reaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electrostatic" title="electrostatic">electrostatic</a>, <a href="https://publications.waset.org/abstracts/search?q=electron" title=" electron"> electron</a>, <a href="https://publications.waset.org/abstracts/search?q=photon" title=" photon"> photon</a>, <a href="https://publications.waset.org/abstracts/search?q=proton" title=" proton"> proton</a>, <a href="https://publications.waset.org/abstracts/search?q=radiation" title=" radiation "> radiation </a> </p> <a href="https://publications.waset.org/abstracts/24883/researches-concerning-photons-as-corpuscles-with-mass-and-negative-electrostatic-charge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24883.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1467</span> A Bibliometric Analysis of Research on E-learning in Physics Education: Trends, Patterns, and Future Directions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Nurjanah">Siti Nurjanah</a>, <a href="https://publications.waset.org/abstracts/search?q=Supahar"> Supahar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning has become an increasingly popular mode of instruction, particularly in the field of physics education, where it offers opportunities for interactive and engaging learning experiences. This research aims to analyze the trends of research that investigated e-learning in physics education. Data was extracted from Scopus's database using the keywords "physics" and "e-learning". Of the 380 articles obtained based on the search criteria, a trend analysis of the research was carried out with the help of RStudio using the biblioshiny package and VosViewer software. Analysis showed that publications on this topic have increased significantly from 2014 to 2021. The publication was dominated by researchers from the United States. The main journal that publishes articles on this topic is Proceedings Frontiers in Education Conference fie. The most widely cited articles generally focus on the effectiveness of Moodle for physics learning. Overall, this research provides an in-depth understanding of the trends and key findings of research related to e-learning in physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bibliometric%20analysis" title="bibliometric analysis">bibliometric analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=biblioshiny" title=" biblioshiny"> biblioshiny</a>, <a href="https://publications.waset.org/abstracts/search?q=E-learning" title=" E-learning"> E-learning</a> </p> <a href="https://publications.waset.org/abstracts/185853/a-bibliometric-analysis-of-research-on-e-learning-in-physics-education-trends-patterns-and-future-directions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1466</span> Rethinking Classical Concerts in the Digital Era: Transforming Sound, Experience, and Engagement for the New Generation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Orit%20Wolf">Orit Wolf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Classical music confronts a crucial challenge: updating cherished concert traditions for the digital age. This paper is a journey, and a quest to make classical concerts resonate with a new generation. It's not just about asking questions; it's about exploring the future of classical concerts and their potential to captivate and connect with today's audience in an era defined by change. The younger generation, known for their love of diversity, interactive experiences, and multi-sensory immersion, cannot be overlooked. This paper explores innovative strategies that forge deep connections with audiences whose relationship with classical music differs from the past. The urgency of this challenge drives the transformation of classical concerts. Examining classical concerts is necessary to understand how they can harmonize with contemporary sensibilities. New dimensions in audiovisual experiences that enchant the emerging generation are sought. Classical music must embrace the technological era while staying open to fusion and cross-cultural collaboration possibilities. The role of technology and Artificial Intelligence (AI) in reshaping classical concerts is under research. The fusion of classical music with digital experiences and dynamic interdisciplinary collaborations breathes new life into the concert experience. It aligns classical music with the expectations of modern audiences, making it more relevant and engaging. Exploration extends to the structure of classical concerts. Conventions are challenged, and ways to make classical concerts more accessible and captivating are sought. Inspired by innovative artistic collaborations, musical genres and styles are redefined, transforming the relationship between performers and the audience. This paper, therefore, aims to be a catalyst for dialogue and a beacon of innovation. A set of critical inquiries integral to reshaping classical concerts for the digital age is presented. As the world embraces digital transformation, classical music seeks resonance with contemporary audiences, redefining the concert experience while remaining true to its roots and embracing revolutions in the digital age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20concert%20formats" title="new concert formats">new concert formats</a>, <a href="https://publications.waset.org/abstracts/search?q=reception%20of%20classical%20music" title=" reception of classical music"> reception of classical music</a>, <a href="https://publications.waset.org/abstracts/search?q=interdiscplinary%20concerts" title=" interdiscplinary concerts"> interdiscplinary concerts</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20in%20the%20new%20musical%20era" title=" innovation in the new musical era"> innovation in the new musical era</a>, <a href="https://publications.waset.org/abstracts/search?q=mash-up" title=" mash-up"> mash-up</a>, <a href="https://publications.waset.org/abstracts/search?q=cross%20culture" title=" cross culture"> cross culture</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20concerts" title=" innovative concerts"> innovative concerts</a>, <a href="https://publications.waset.org/abstracts/search?q=engaging%20musical%20performances" title=" engaging musical performances"> engaging musical performances</a> </p> <a href="https://publications.waset.org/abstracts/175580/rethinking-classical-concerts-in-the-digital-era-transforming-sound-experience-and-engagement-for-the-new-generation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175580.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1465</span> Impact of Western Music Instruments on Indian Classical Music</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hukam%20Chand">Hukam Chand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past few years, the performance of Indian classical music has been improved a lot due to the technical inclusion of western instruments. Infect, the Indian classical music is all about raags which portray a mood and sentiments expressed through a microtonal scale based on natural harmonic series. And, most of the western instruments are not based on natural harmonic series and the tonal system is the only system which has considerable influence on the Indian classical music. However, the use of western instruments has been growing day by day in one way or the other by the Indian artists due to their quality of harmony. As a result of which, there are some common instruments such as harmonium, violin, guitar, saxophone, synthesizer which are being used commonly by Indian and western artists. On the other hand, a lot of fusion has taken place in the music of both sides due to the similar characteristics in their instruments. For example, harmonium which was originally the western instrument has now acquired an important position in Indian classical music to perform raags. Besides, a lot of suggestions for improving in the Indian music have been given by the artists for technical modification in the western instruments to cater the needs of Indian music through melody approach. Pt. Vishav Mohan Bhatt an Indian musician has developed Mohan Veena (called guitar) to perform raags. N. Rajam the Indian lady Violinist has made a remarkable work on Indian classical music by accompanied with vocal music. The purpose of the present research paper is to highlight the changes in Indian Classical Music through performance by using modified western music instruments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indian%20classical%20music" title="Indian classical music">Indian classical music</a>, <a href="https://publications.waset.org/abstracts/search?q=Western%20instruments" title=" Western instruments"> Western instruments</a>, <a href="https://publications.waset.org/abstracts/search?q=harmonium" title=" harmonium"> harmonium</a>, <a href="https://publications.waset.org/abstracts/search?q=guitar" title=" guitar"> guitar</a>, <a href="https://publications.waset.org/abstracts/search?q=Violin%20and%20impact" title=" Violin and impact"> Violin and impact</a> </p> <a href="https://publications.waset.org/abstracts/46996/impact-of-western-music-instruments-on-indian-classical-music" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46996.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">521</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1464</span> A Dynamic Round Robin Routing for Z-Fat Tree</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20O.%20Adda">M. O. Adda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we propose a topology called Zoned fat tree (Z-Fat tree) which is a further extension to the classical fat trees. The extension relates to the provision of extra degree of connectivity to maximize the number of deployed ports per routing nodes, and hence increases the bisection bandwidth especially for slimmed fat trees. The extra links, when classical routing is used, tend, in deterministic environment, to be under-utilized for some traffic patterns, hence achieving poor performance. We suggest two versions of a dynamic round robin scheme that outperforms the classical D-mod-k and S-mod-K routing and show by simulation that our proposal utilize all the extra added links to the classical fat tree, and achieve better performance for general applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deterministic%20routing" title="deterministic routing">deterministic routing</a>, <a href="https://publications.waset.org/abstracts/search?q=fat%20tree" title=" fat tree"> fat tree</a>, <a href="https://publications.waset.org/abstracts/search?q=interconnection" title=" interconnection"> interconnection</a>, <a href="https://publications.waset.org/abstracts/search?q=traffic%20pattern" title=" traffic pattern"> traffic pattern</a> </p> <a href="https://publications.waset.org/abstracts/40045/a-dynamic-round-robin-routing-for-z-fat-tree" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40045.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">484</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1463</span> Theorem on Inconsistency of The Classical Logic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20J.%20Stepien">T. J. Stepien</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20T.%20Stepien"> L. T. Stepien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This abstract concerns an extremely fundamental issue. Namely, the fundamental problem of science is the issue of consistency. In this abstract, we present the theorem saying that the classical calculus of quantifiers is inconsistent in the traditional sense. At the beginning, we introduce a notation, and later we remind the definition of the consistency in the traditional sense. S1 is the set of all well-formed formulas in the calculus of quantifiers. RS1 denotes the set of all rules over the set S1. Cn(R, X) is the set of all formulas standardly provable from X by rules R, where R is a subset of RS1, and X is a subset of S1. The couple < R,X > is called a system, whenever R is a subset of RS1, and X is a subset of S1. Definition: The system < R,X > is consistent in the traditional sense if there does not exist any formula from the set S1, such that this formula and its negation are provable from X, by using rules from R. Finally, < R0+, L2 > denotes the classical calculus of quantifiers, where R0+ consists of Modus Ponens and the generalization rule. L2 is the set of all formulas valid in the classical calculus of quantifiers. The Main Result: The system < R0+, L2 > is inconsistent in the traditional sense. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classical%20calculus%20of%20quantifiers" title="classical calculus of quantifiers">classical calculus of quantifiers</a>, <a href="https://publications.waset.org/abstracts/search?q=classical%20predicate%20calculus" title=" classical predicate calculus"> classical predicate calculus</a>, <a href="https://publications.waset.org/abstracts/search?q=generalization%20rule" title=" generalization rule"> generalization rule</a>, <a href="https://publications.waset.org/abstracts/search?q=consistency%20in%20the%20traditional%20sense" title=" consistency in the traditional sense"> consistency in the traditional sense</a>, <a href="https://publications.waset.org/abstracts/search?q=Modus%20Ponens" title=" Modus Ponens"> Modus Ponens</a> </p> <a href="https://publications.waset.org/abstracts/78434/theorem-on-inconsistency-of-the-classical-logic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78434.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1462</span> Picture of the World by the Second Law of Thermodynamic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Igor%20V.%20Kuzminov">Igor V. Kuzminov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to its content, the proposed article is a collection of articles with comments and additions. All articles, in one way or another, have a connection with the Second Law of Thermodynamics. The content of the articles is given in a concise form. The articles were published in different journals at different times. Main topics are presented: gravity, biography of the Earth, physics of global warming-cooling cycles, multiverse. The articles are based on the laws of classical physics. Along the way, it should be noted that the Second Law of thermodynamics can be formulated as the Law of Matter Cooling. As it cools down, the processes of condensation, separation, and changes in the aggregate states of matter occur. In accordance with these changes, a picture of the world is being formed. Also, the main driving force of these processes is the inverse temperature dependence of the forces of gravity. As matter cools, the forces of gravity increase. The actions of these phenomena in the compartment form a picture of the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gravitational%20forces" title="gravitational forces">gravitational forces</a>, <a href="https://publications.waset.org/abstracts/search?q=cooling%20of%20matter" title=" cooling of matter"> cooling of matter</a>, <a href="https://publications.waset.org/abstracts/search?q=inverse%20temperature%20dependence%20of%20gravitational%20forces" title=" inverse temperature dependence of gravitational forces"> inverse temperature dependence of gravitational forces</a>, <a href="https://publications.waset.org/abstracts/search?q=planetary%20model%20of%20the%20atom" title=" planetary model of the atom"> planetary model of the atom</a> </p> <a href="https://publications.waset.org/abstracts/172167/picture-of-the-world-by-the-second-law-of-thermodynamic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172167.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1461</span> Using Peer Instruction in Physics of Waves for Pre-Service Science Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumalee%20Tientongdee">Sumalee Tientongdee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, it was aimed to investigate Physics achievement of the pre-service science teacher studying in general science program at Suan Sunandha Rajabhat University, Bangkok, Thailand. The program has provided the new curriculum that focuses on 21st-century skills development. Active learning approaches are used to teach in all subjects. One of the active learning approaches Peer Instruction, or PI was used in this study to teach physics of waves as a compulsory course. It was conducted in the second semester from January to May of 2017. The concept test was given to evaluate pre-service science teachers’ understanding in concept of waves. Problem-solving assessment form was used to evaluate their problem-solving skill. The results indicated that after they had learned through Peer Instruction in physics of waves course, their concepts in physics of waves was significantly higher at 0.05 confident levels. Their problem-solving skill from the whole class was at the highest level. Based on the group interview on the opinions of using Peer Instruction in Physics class, they mostly felt that it was very useful and helping them understand more about physics, especially for female students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20instruction" title="peer instruction">peer instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20of%20waves" title=" physics of waves"> physics of waves</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20science%20teacher" title=" pre-service science teacher"> pre-service science teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20university" title=" Suan Sunandha Rajabhat university"> Suan Sunandha Rajabhat university</a> </p> <a href="https://publications.waset.org/abstracts/83122/using-peer-instruction-in-physics-of-waves-for-pre-service-science-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1460</span> The Interconnection Between the Material and Spiritual Dimensions of Reality: A Comparative Analysis of Worldviews and Scientific Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexey%20Mustafin">Alexey Mustafin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the complex interplay between materialism, spiritualism, dualism, and non-dualism in the context of both Western and Eastern philosophical traditions. The research question is centered around understanding the implications of these perspectives on our comprehension of reality. The study employs a comparative analysis of worldviews, scientific perspectives, and case studies to achieve its objectives. The theoretical framework examines the critiques of materialism, spiritualism, dualism, and non-dualism, synthesizing different perspectives. A comparative analysis of Western (Greek, Christian, and Enlightenment) and Eastern (Hinduism, Buddhism, and Taoism) philosophical traditions provides a holistic understanding of diverse worldviews. The study further investigates scientific perspectives, including classical physics, quantum physics, biology, neuroscience, and their implications on the understanding of reality. Case studies on near-death experiences, meditation, healing, and parapsychology serve as practical examples of the interplay between these perspectives. The synthesis of findings offers insights into the implications for our understanding of reality and highlights future directions for research in this interdisciplinary field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biocentrism" title="biocentrism">biocentrism</a>, <a href="https://publications.waset.org/abstracts/search?q=quantum%20physics" title=" quantum physics"> quantum physics</a>, <a href="https://publications.waset.org/abstracts/search?q=neurosciense%20and%20consciousness" title=" neurosciense and consciousness"> neurosciense and consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=meditation%20and%20brain" title=" meditation and brain"> meditation and brain</a>, <a href="https://publications.waset.org/abstracts/search?q=religion%20experiences%20and%20scientific%20research" title=" religion experiences and scientific research"> religion experiences and scientific research</a>, <a href="https://publications.waset.org/abstracts/search?q=buddhism%20and%20science" title=" buddhism and science"> buddhism and science</a> </p> <a href="https://publications.waset.org/abstracts/164929/the-interconnection-between-the-material-and-spiritual-dimensions-of-reality-a-comparative-analysis-of-worldviews-and-scientific-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164929.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1459</span> The Influence of Mathematic Learning Outcomes towards Physics Ability in Senior High School through Authentic Assessment System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aida%20Nurul%20Safitri">Aida Nurul Safitri</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosita%20Sari"> Rosita Sari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physics is science, which in its learning there are some product such as theory, fact, concept, law and formula. So that to understand physics lesson students not only need a theory or concept but also mathematical calculation to solve physics problem through formula or equation. This is can be taken from mathematics lesson which obtained by students. This research is to know the influence of mathematics learning outcomes towards physics ability in Senior High School through authentic assessment system. Based on the researches have been discussed, is obtained that mathematic lesson have an important role in physics learning but it according to one aspect only, namely cognitive aspect. In Indonesia, curriculum of 2013 reinforces displacement in the assessment, from assessment through test (measuring the competence of knowledge based on the result) toward authentic assessment (measuring the competence of attitudes, skills, and knowledge based on the process and results). In other researches are mentioned that authentic assessment system give positive responses for students to improve their motivation and increase the physics learning in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20assessment" title="authentic assessment">authentic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20of%202013" title=" curriculum of 2013"> curriculum of 2013</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic" title=" mathematic"> mathematic</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/39581/the-influence-of-mathematic-learning-outcomes-towards-physics-ability-in-senior-high-school-through-authentic-assessment-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1458</span> Comparing Sounds of the Singing Voice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christel%20Elisabeth%20Bonin">Christel Elisabeth Bonin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This experiment aims at showing that classical singing and belting have both different singing qualities, but singing with a speaking voice has no singing quality. For this purpose, a singing female voice was recorded on four different tone pitches, singing the vowel ‘a’ by using 3 different kinds of singing - classical trained voice, belting voice and speaking voice. The recordings have been entered in the Software Praat. Then the formants of each recorded tone were compared to each other and put in relationship to the singer’s formant. The visible results are taken as an indicator of comparable sound qualities of a classical trained female voice and a belting female voice concerning the concentration of overtones in F1 to F5 and a lack of sound quality in the speaking voice for singing purpose. The results also show that classical singing and belting are both valuable vocal techniques for singing due to their richness of overtones and that belting is not comparable to shouting or screaming. Singing with a speaking voice in contrast should not be called singing due to the lack of overtones which means by definition that there is no musical tone. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formants" title="formants">formants</a>, <a href="https://publications.waset.org/abstracts/search?q=overtone" title=" overtone"> overtone</a>, <a href="https://publications.waset.org/abstracts/search?q=singer%E2%80%99s%20formant" title=" singer’s formant"> singer’s formant</a>, <a href="https://publications.waset.org/abstracts/search?q=singing%20voice" title=" singing voice"> singing voice</a>, <a href="https://publications.waset.org/abstracts/search?q=belting" title=" belting"> belting</a>, <a href="https://publications.waset.org/abstracts/search?q=classical%20singing" title=" classical singing"> classical singing</a>, <a href="https://publications.waset.org/abstracts/search?q=singing%20with%20the%20speaking%20voice" title=" singing with the speaking voice"> singing with the speaking voice</a> </p> <a href="https://publications.waset.org/abstracts/41946/comparing-sounds-of-the-singing-voice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41946.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1457</span> Physics Motivation and Research: Understanding the 21st Century Learners of Today</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Von%20Anthony%20G.%20Torio">Von Anthony G. Torio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation and research are significant determinants of a student’s success in the school and in future careers. This study aimed to give a picture of the physics motivation of students in a tertiary level institution, as well as their research area and working preference, to create a picture of the nature of the representative youths of today. It was found that male students have higher motivation than female students in all components of motivation with intrinsic motivation leading the six components of motivation. In addition, male students (M = 4.27; SD = 0.74) were found to have significantly higher motivation as compared to female students (M = 3.77; SD = 0.89) with a computed t(64) value of 2.41 with p < 0.05 and Cohen’s d of 0.61. The students’ preference to work in groups of three rather than working individually suggests that students of the batch have small working groups that they depend on rather than working alone. The majority of the students also preferred conducting studies on the social sciences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20motivation" title=" physics motivation"> physics motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a> </p> <a href="https://publications.waset.org/abstracts/32365/physics-motivation-and-research-understanding-the-21st-century-learners-of-today" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1456</span> Effects of Teaching Strategies on Students Academic Achievement in Secondary Physics Education for Quality Assurance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Collins%20Molua">Collins Molua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated the effect of Teaching Strategies on Academic Achievement in Secondary Physics Education as a quality assurance process for the teaching and learning of the subject. Teaching strategies investigated were the interactive, independent and dependent strategies. Three null hypotheses were tested at p< 0.05 using one instrument, physics achievement test(PAT).The data were analyzed using analysis of covariance (ANCOVA).Results showed that teaching strategies have significant effect on students achievement; the joint effect of the teaching strategies was also significant on students achievement in Physics. The interactive teaching strategies was recommended for teaching the subject and the students should be exposed to practical, computer literacy to stimulate interest and curiosity to enhance quality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality" title="quality">quality</a>, <a href="https://publications.waset.org/abstracts/search?q=assurance" title=" assurance"> assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/93246/effects-of-teaching-strategies-on-students-academic-achievement-in-secondary-physics-education-for-quality-assurance" class="btn btn-primary 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