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experiment materials</title> <meta name="description" content="Search results for: physics experiment materials"> <meta name="keywords" content="physics experiment materials"> <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 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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="physics experiment materials"> <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> 9804</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: physics experiment materials</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9804</span> Revising the Student Experiment Materials and Practices at the National University of Laos</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Syhalath%20Xaphakdy">Syhalath Xaphakdy</a>, <a href="https://publications.waset.org/abstracts/search?q=Toshio%20Nagata"> Toshio Nagata</a>, <a href="https://publications.waset.org/abstracts/search?q=Saykham%20Phommathat"> Saykham Phommathat</a>, <a href="https://publications.waset.org/abstracts/search?q=Pavy%20Souwannavong"> Pavy Souwannavong</a>, <a href="https://publications.waset.org/abstracts/search?q=Vilayvanh%20Srithilat"> Vilayvanh Srithilat</a>, <a href="https://publications.waset.org/abstracts/search?q=Phoxay%20Sengdala"> Phoxay Sengdala</a>, <a href="https://publications.waset.org/abstracts/search?q=Bounaom%20Phetarnousone"> Bounaom Phetarnousone</a>, <a href="https://publications.waset.org/abstracts/search?q=Boualay%20Siharath"> Boualay Siharath</a>, <a href="https://publications.waset.org/abstracts/search?q=Xaya%20Chemcheng"> Xaya Chemcheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The National University of Laos (NUOL) invited a group of volunteers from the Japan International Cooperation Agency (JICA) to revise the physics experiments to utilize the materials that were already available to students. The intension was to review and revise the materials regularly utilized in physics class. The project had access to limited materials and a small budget for the class in the unit; however, by developing experimental textbooks related to mechanics, electricity, and wave and vibration, the group found a way to apply them in the classroom and enhance the students teaching activities. The aim was to introduce a way to incorporate the materials and practices in the classroom to enhance the students learning and teaching skills, particularly when they graduate and begin working as high school teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=NUOL" title="NUOL">NUOL</a>, <a href="https://publications.waset.org/abstracts/search?q=JICA" title=" JICA"> JICA</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20experiment%20materials" title=" physics experiment materials"> physics experiment materials</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20budget" title=" small budget"> small budget</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanics" title=" mechanics"> mechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=electricity" title=" electricity"> electricity</a> </p> <a href="https://publications.waset.org/abstracts/49225/revising-the-student-experiment-materials-and-practices-at-the-national-university-of-laos" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49225.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">236</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">9803</span> Beginning Physics Experiments Class Using Multi Media in National University of Laos</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Nagata">T. Nagata</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Xaphakdy"> S. Xaphakdy</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Souvannavong"> P. Souvannavong</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Chanthamaly"> P. Chanthamaly</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Sithavong"> K. Sithavong</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20H.%20Lee"> C. H. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Phommathat"> S. Phommathat</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Srithilat"> V. Srithilat</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Sengdala"> P. Sengdala</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Phetarnousone"> B. Phetarnousone</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Siharath"> B. Siharath</a>, <a href="https://publications.waset.org/abstracts/search?q=X.%20Chemcheng"> X. Chemcheng</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Yamaguchi"> T. Yamaguchi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Suenaga"> A. Suenaga</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Kashima"> S. Kashima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National University of Laos (NUOL) requested Japan International Cooperation Agency (JICA) volunteers to begin a physics experiments class using multi media. However, there are issues. NUOL had no physics experiment class, no space for physics experiments, experiment materials were not used for many years and were scattered in various places, and there is no projector and laptop computer in the unit. This raised the question: How do authors begin the physics experiments class using multimedia? To solve this problem, the JICA took some steps, took stock of what was available and reviewed the syllabus. The JICA then revised the experiment materials to assess what was available and then developed textbooks for experiments using them; however, the question remained, what about the multimedia component of the course? Next, the JICA reviewed Physics teacher Pavy Souvannavong’s YouTube channel, where he and his students upload video reports of their physics classes at NUOL using their smartphones. While they use multi-media, almost all the videos recorded were of class presentations. To improve the multimedia style, authors edited the videos in the style of another YouTube channel, “Science for Lao,” which is a science education group made up of Japan Overseas Cooperation Volunteers (JOCV) in Laos. They created the channel to enhance science education in Laos, and hold regular monthly meetings in the capital, Vientiane, and at teacher training colleges in the country. They edit the video clips in three parts, which are the materials and procedures part including pictures, practice footage of the experiment part, and then the result and conclusion part. Then students perform experiments and prepare for presentation by following the videos. The revised experiment presentation reports use PowerPoint presentations, material pictures and experiment video clips. As for providing textbooks and submitting reports, the students use the e-Learning system of “Moodle” of the Information Technology Center in Dongdok campus of NUOL. The Korean International Cooperation Agency (KOICA) donated those facilities. The authors have passed the process of the revised materials, developed textbooks, the PowerPoint slides presented by students, downloaded textbooks and uploaded reports, to begin the physics experiments class using multimedia. This is the practice research report for beginning a physics experiments class using multimedia in the physics unit at the Department of Natural Science, Faculty of Education, at the NUOL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=NUOL" title="NUOL">NUOL</a>, <a href="https://publications.waset.org/abstracts/search?q=JICA" title=" JICA"> JICA</a>, <a href="https://publications.waset.org/abstracts/search?q=KOICA" title=" KOICA"> KOICA</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20experiment%20materials" title=" physics experiment materials"> physics experiment materials</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=Moodle" title=" Moodle"> Moodle</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20center" title=" IT center"> IT center</a>, <a href="https://publications.waset.org/abstracts/search?q=Science%20for%20Lao" title=" Science for Lao"> Science for Lao</a> </p> <a href="https://publications.waset.org/abstracts/49222/beginning-physics-experiments-class-using-multi-media-in-national-university-of-laos" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49222.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">352</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">9802</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">9801</span> A Low-Cost Experimental Approach for Teaching Energy Quantization: Determining the Planck Constant with Arduino and Led</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gast%C3%A3o%20Soares%20Ximenes%20de%20Oliveira">Gastão Soares Ximenes de Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Richar%20Nicol%C3%A1s%20Dur%C3%A1n"> Richar Nicolás Durán</a>, <a href="https://publications.waset.org/abstracts/search?q=Romeo%20Micah%20Szmoski"> Romeo Micah Szmoski</a>, <a href="https://publications.waset.org/abstracts/search?q=Eloiza%20Aparecida%20Avila%20de%20Matos"> Eloiza Aparecida Avila de Matos</a>, <a href="https://publications.waset.org/abstracts/search?q=Elano%20Gustavo%20Rein"> Elano Gustavo Rein</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article aims to present an experimental method to determine Planck's constant by calculating the cutting potential V₀ from LEDs with different wavelengths. The experiment is designed using Arduino as a central tool in order to make the experimental activity more engaging and attractive for students with the use of digital technologies. From the characteristic curves of each LED, graphical analysis was used to obtain the cutting potential, and knowing the corresponding wavelength, it was possible to calculate Planck's constant. This constant was also obtained from the linear adjustment of the cutting potential graph by the frequency of each LED. Given the relevance of Planck's constant in physics, it is believed that this experiment can offer teachers the opportunity to approach concepts from modern physics, such as the quantization of energy, in a more accessible and applied way in the classroom. This will not only enrich students' understanding of the fundamental nature of matter but also encourage deeper engagement with the principles of quantum physics. <p class="card-text"><strong>Keywords:</strong> <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=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20physics" title=" modern physics"> modern physics</a>, <a href="https://publications.waset.org/abstracts/search?q=Planck%20constant" title=" Planck constant"> Planck constant</a>, <a href="https://publications.waset.org/abstracts/search?q=Arduino" title=" Arduino"> Arduino</a> </p> <a href="https://publications.waset.org/abstracts/173953/a-low-cost-experimental-approach-for-teaching-energy-quantization-determining-the-planck-constant-with-arduino-and-led" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173953.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">76</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">9800</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">9799</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">9798</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">9797</span> Performances of the Double-Crystal Setup at CERN SPS Accelerator for Physics beyond Colliders Experiments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrii%20Natochii">Andrii Natochii</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We are currently presenting the recent results from the CERN accelerator facilities obtained in the frame of the UA9 Collaboration. The UA9 experiment investigates how a tiny silicon bent crystal (few millimeters long) can be used for various high-energy physics applications. Due to the huge electrostatic field (tens of GV/cm) between crystalline planes, there is a probability for charged particles, impinging the crystal, to be trapped in the channeling regime. It gives a possibility to steer a high intensity and momentum beam by bending the crystal: channeled particles will follow the crystal curvature and deflect on the certain angle (from tens microradians for LHC to few milliradians for SPS energy ranges). The measurements at SPS, performed in 2017 and 2018, confirmed that the protons deflected by the first crystal, inserted in the primary beam halo, can be caught and channeled by the second crystal. In this configuration, we measure the single pass deflection efficiency of the second crystal and prove our opportunity to perform the fixed target experiment at SPS accelerator (LHC in the future). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=channeling" title="channeling">channeling</a>, <a href="https://publications.waset.org/abstracts/search?q=double-crystal%20setup" title=" double-crystal setup"> double-crystal setup</a>, <a href="https://publications.waset.org/abstracts/search?q=fixed%20target%20experiment" title=" fixed target experiment"> fixed target experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=Timepix%20detector" title=" Timepix detector"> Timepix detector</a> </p> <a href="https://publications.waset.org/abstracts/101941/performances-of-the-double-crystal-setup-at-cern-sps-accelerator-for-physics-beyond-colliders-experiments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101941.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">150</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">9796</span> V0 Physics at LHCb. RIVET Analysis Module for Z Boson Decay to Di-Electron</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20E.%20Dumitriu">A. E. Dumitriu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The LHCb experiment is situated at one of the four points around CERN’s Large Hadron Collider, being a single-arm forward spectrometer covering 10 mrad to 300 (250) mrad in the bending (non-bending) plane, designed primarily to study particles containing b and c quarks. Each one of LHCb’s sub-detectors specializes in measuring a different characteristic of the particles produced by colliding protons, its significant detection characteristics including a high precision tracking system and 2 ring-imaging Cherenkov detectors for particle identification. The major two topics that I am currently concerned in are: the RIVET project (Robust Independent Validation of Experiment and Theory) which is an efficient and portable tool kit of C++ class library useful for validation and tuning of Monte Carlo (MC) event generator models by providing a large collection of standard experimental analyses useful for High Energy Physics MC generator development, validation, tuning and regression testing and V0 analysis for 2013 LHCb NoBias type data (trigger on bunch + bunch crossing) at √s=2.76 TeV. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LHCb%20physics" title="LHCb physics">LHCb physics</a>, <a href="https://publications.waset.org/abstracts/search?q=RIVET%20plug-in" title=" RIVET plug-in"> RIVET plug-in</a>, <a href="https://publications.waset.org/abstracts/search?q=RIVET" title=" RIVET"> RIVET</a>, <a href="https://publications.waset.org/abstracts/search?q=CERN" title=" CERN"> CERN</a> </p> <a href="https://publications.waset.org/abstracts/27948/v0-physics-at-lhcb-rivet-analysis-module-for-z-boson-decay-to-di-electron" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27948.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">428</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">9795</span> Radiation Hardness Materials Article Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Abou%20El-Azm">S. Abou El-Azm</a>, <a href="https://publications.waset.org/abstracts/search?q=U.%20Kruchonak"> U. Kruchonak</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Gostkin"> M. Gostkin</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Guskov"> A. Guskov</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Zhemchugov"> A. Zhemchugov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Semiconductor detectors are widely used in nuclear physics and high-energy physics experiments. The application of semiconductor detectors could be limited by their ultimate radiation resistance. The increase of radiation defects concentration leads to significant degradation of the working parameters of semiconductor detectors. The investigation of radiation defects properties in order to enhance the radiation hardness of semiconductor detectors is an important task for the successful implementation of a number of nuclear physics experiments; we presented some information about radiation hardness materials like diamond, sapphire and CdTe. Also, the results of measurements I-V characteristics, charge collection efficiency and its dependence on the bias voltage for different doses of high resistivity (GaAs: Cr) and Si at LINAC-200 accelerator and reactor IBR-2 are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=semiconductor%20detectors" title="semiconductor detectors">semiconductor detectors</a>, <a href="https://publications.waset.org/abstracts/search?q=radiation%20hardness" title=" radiation hardness"> radiation hardness</a>, <a href="https://publications.waset.org/abstracts/search?q=GaAs" title=" GaAs"> GaAs</a>, <a href="https://publications.waset.org/abstracts/search?q=Si" title=" Si"> Si</a>, <a href="https://publications.waset.org/abstracts/search?q=CCE" title=" CCE"> CCE</a>, <a href="https://publications.waset.org/abstracts/search?q=I-V" title=" I-V"> I-V</a>, <a href="https://publications.waset.org/abstracts/search?q=C-V" title=" C-V"> C-V</a> </p> <a href="https://publications.waset.org/abstracts/146949/radiation-hardness-materials-article-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146949.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">113</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">9794</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">9793</span> The MoEDAL-MAPP* Experiment - Expanding the Discovery Horizon of the Large Hadron Collider</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20Pinfold">James Pinfold</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The MoEDAL (Monopole and Exotics Detector at the LHC) experiment deployed at IP8 on the Large Hadron Collider ring was the first dedicated search experiment to take data at the Large Hadron Collider (LHC) in 2010. It was designed to search for Highly Ionizing Particle (HIP) avatars of new physics such as magnetic monopoles, dyons, Q-balls, multiply charged particles, massive, slowly moving charged particles and long-lived massive charge SUSY particles. We shall report on our search at LHC’s Run-2 for Magnetic monopoles and dyons produced in p-p and photon-fusion. In more detail, we will report our most recent result in this arena: the search for magnetic monopoles via the Schwinger Mechanism in Pb-Pb collisions. The MoEDAL detector, originally the first dedicated search detector at the LHC, is being reinstalled for LHC’s Run-3 to continue the search for electrically and magnetically charged HIPs with enhanced instantaneous luminosity, detector efficiency and a factor of ten lower thresholds for HIPs. As part of this effort, we will search for massive l long-lived, singly and multiply charged particles from various scenarios for which MoEDAL has a competitive sensitivity. An upgrade to MoEDAL, the MoEDAL Apparatus for Penetrating Particles (MAPP), is now the LHC’s newest detector. The MAPP detector, positioned in UA83, expands the physics reach of MoEDAL to include sensitivity to feebly-charged particles with charge, or effective charge, as low as 10-3 e (where e is the electron charge). Also, In conjunction with MoEDAL’s trapping detector, the MAPP detector gives us a unique sensitivity to extremely long-lived charged particles. MAPP also has some sensitivity to long-lived neutral particles. The addition of an Outrigger detector for MAPP-1 to increase its acceptance for more massive milli-charged particles is currently in the Technical Proposal stage. Additionally, we will briefly report on the plans for the MAPP-2 upgrade to the MoEDAL-MAPP experiment for the High Luminosity LHC (HL-LHC). This experiment phase is designed to maximize MoEDAL-MAPP’s sensitivity to very long-lived neutral messengers of physics beyond the Standard Model. We envisage this detector being deployed in the UGC1 gallery near IP8. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LHC" title="LHC">LHC</a>, <a href="https://publications.waset.org/abstracts/search?q=beyond%20the%20standard%20model" title=" beyond the standard model"> beyond the standard model</a>, <a href="https://publications.waset.org/abstracts/search?q=dedicated%20search%20experiment" title=" dedicated search experiment"> dedicated search experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=highly%20ionizing%20particles" title=" highly ionizing particles"> highly ionizing particles</a>, <a href="https://publications.waset.org/abstracts/search?q=long-lived%20particles" title=" long-lived particles"> long-lived particles</a>, <a href="https://publications.waset.org/abstracts/search?q=milli-charged%20particles" title=" milli-charged particles"> milli-charged particles</a> </p> <a href="https://publications.waset.org/abstracts/167524/the-moedal-mapp-experiment-expanding-the-discovery-horizon-of-the-large-hadron-collider" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167524.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">68</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">9792</span> Enriching Interaction in the Classroom Based on Typologies of Experiments and Mathematization in Physics Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olga%20Castiblanco">Olga Castiblanco</a>, <a href="https://publications.waset.org/abstracts/search?q=Diego%20Vizca%C3%ADno"> Diego Vizcaíno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Changing the traditional way of using experimentation in science teaching is quite a challenge. This research results talk about the characterization of physics experiments, not because of the topic it deals with, nor depending on the material used in the assemblies, but related to the possibilities it offers to enrich interaction in the classroom and thereby contribute to the development of scientific thinking skills. It is an action-research of type intervention in the classroom, with four courses of Physics Teaching undergraduate students from a public university in Bogotá. This process allows characterizing typologies such as discrepant, homemade, illustrative, research, recreational, crucial, mental, and virtual experiments. Students' production and researchers' reports on each class were the most relevant data. Content analysis techniques let to categorize the information and obtain results on the richness that each typology of experiment offers when interacting in the classroom. Results show changes in the comprehension of new teachers' role, far from being the possessor and transmitter of the truth. Besides, they understand strategies to engage students effectively since the class advances extending ideas, reflections, debates, and questions, either towards themselves, their classmates, or the teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics%20teacher%20training" title="physics teacher training">physics teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=non-traditional%20experimentation" title=" non-traditional experimentation"> non-traditional experimentation</a>, <a href="https://publications.waset.org/abstracts/search?q=contextualized%20education" title=" contextualized education"> contextualized education</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics%20of%20physics" title=" didactics of physics"> didactics of physics</a> </p> <a href="https://publications.waset.org/abstracts/149151/enriching-interaction-in-the-classroom-based-on-typologies-of-experiments-and-mathematization-in-physics-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149151.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">95</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">9791</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">9790</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">9789</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">9788</span> CFD Simulation of a Large Scale Unconfined Hydrogen Deflagration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20C.%20Tolias">I. C. Tolias</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20G.%20Venetsanos"> A. G. Venetsanos</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Markatos"> N. Markatos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the present work, CFD simulations of a large scale open deflagration experiment are performed. Stoichiometric hydrogen-air mixture occupies a 20 m hemisphere. Two combustion models are compared and are evaluated against the experiment. The Eddy Dissipation Model and a Multi-physics combustion model which is based on Yakhot’s equation for the turbulent flame speed. The values of models’ critical parameters are investigated. The effect of the turbulence model is also examined. k-ε model and LES approach were tested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CFD" title="CFD">CFD</a>, <a href="https://publications.waset.org/abstracts/search?q=deflagration" title=" deflagration"> deflagration</a>, <a href="https://publications.waset.org/abstracts/search?q=hydrogen" title=" hydrogen"> hydrogen</a>, <a href="https://publications.waset.org/abstracts/search?q=combustion%20model" title=" combustion model"> combustion model</a> </p> <a href="https://publications.waset.org/abstracts/25634/cfd-simulation-of-a-large-scale-unconfined-hydrogen-deflagration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25634.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">502</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">9787</span> Identification of How Pre-Service Physics Teachers Understand Image Formations through Virtual Objects in the Field of Geometric Optics and Development of a New Material to Exploit Virtual Objects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ersin%20Bozkurt">Ersin Bozkurt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to develop materials for understanding image formations through virtual objects in geometric optics. The images in physics course books are formed by using real objects. This results in mistakes in the features of images because of generalizations which leads to conceptual misunderstandings in learning. In this study it was intended to identify pre-service physics teachers misunderstandings arising from false generalizations. Focused group interview was used as a qualitative method. The findings of the study show that students have several misconceptions such as "the image in a plain mirror is always virtual". However a real image can be formed in a plain mirror. To explain a virtual object's image formation in a more understandable way an overhead projector and episcope and their design was illustrated. The illustrations are original and several computer simulations will be suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20simulations" title="computer simulations">computer simulations</a>, <a href="https://publications.waset.org/abstracts/search?q=geometric%20optics" title=" geometric optics"> geometric optics</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=students%27%20misconceptions%20in%20physics" title=" students' misconceptions in physics"> students' misconceptions in physics</a> </p> <a href="https://publications.waset.org/abstracts/31710/identification-of-how-pre-service-physics-teachers-understand-image-formations-through-virtual-objects-in-the-field-of-geometric-optics-and-development-of-a-new-material-to-exploit-virtual-objects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31710.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">404</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">9786</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">9785</span> The Didactic Transposition in Brazilian High School Physics Textbooks: A Comparative Study of Didactic Materials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leandro%20Marcos%20Alves%20Vaz">Leandro Marcos Alves Vaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, we analyze the different approaches to the topic Magnetism of Matter in physics textbooks of Brazilian schools. For this, we compared the approach to the concepts of the magnetic characteristics of materials (diamagnetism, paramagnetism, ferromagnetism and antiferromagnetism) in different sources of information and in different levels of education, from Higher Education to High School. In this sense, we used as reference the theory of the Didactic Transposition of Yves Chevallard, a French educational theorist, who conceived in his theory three types of knowledge – Scholarly Knowledge, Knowledge to be taught and Taught Knowledge – related to teaching practice. As a research methodology, from the reading of the works used in teacher training and those destined to basic education students, we compared the treatment of a higher education physics book, a scientific article published in a Brazilian journal of the educational area, and four high school textbooks, in order to establish in which there is a greater or lesser degree of approximation with the knowledge produced by the scholars – scholarly knowledge – or even with the knowledge to be taught (to that found in books intended for teaching). Thus, we evaluated the level of proximity of the subjects conveyed in high school and higher education, as well as the relevance that some textbook authors give to the theme. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brazilian%20physics%20books" title="Brazilian physics books">Brazilian physics books</a>, <a href="https://publications.waset.org/abstracts/search?q=didactic%20transposition" title=" didactic transposition"> didactic transposition</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetism%20of%20matter" title=" magnetism of matter"> magnetism of matter</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20of%20physics" title=" teaching of physics"> teaching of physics</a> </p> <a href="https://publications.waset.org/abstracts/68437/the-didactic-transposition-in-brazilian-high-school-physics-textbooks-a-comparative-study-of-didactic-materials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68437.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">297</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">9784</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">9783</span> Effect of Instructional Materials on Academic Performance in Heat Transfer Concept among Secondary School Physics Students in Fagge Educational Zone, Kano State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shehu%20Aliyu">Shehu Aliyu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effects of instructional materials on academic achievement among senior secondary school students on the concept of Heat Transfer in physics in Fagge Educational Zone, Kano State Nigeria. The population consisted of SSII students from 10 public schools. Out of this, 87 students were randomly selected from which 24 males and 22 females formed the experimental group and 41 students as control group. A quasi experiential design with pretest and post-test for both the groups was adopted. Two research questions and null hypotheses guided the conduct of the study. The experimental group was exposed to teaching using instructional materials while the control group was taught using the normal lecture mode. Head Transfer Performance Test (HTPT) was used for data collection. The instrument was validated by experts in the science education field. A Pearson Product Moment Correlation (PPMC) was used to determine the reliability co-efficient and was found to be r=0.83. The research questions were answered using descriptive statistics while the hypotheses were tested at p≤ 0.05 level of significance using t-test. The result obtained from the data analysis showed that students in experimental group performed significantly better than those in the control group and that there was no significant difference in the academic performance between male and female students in the experimental group. Based on the findings of this study, it was recommended among others that the physics teachers should be receiving regular training on the importance of using instructional materials whether ready made or improved in their teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heat%20transfer" title="heat transfer">heat transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title=" instructional materials"> instructional materials</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/85252/effect-of-instructional-materials-on-academic-performance-in-heat-transfer-concept-among-secondary-school-physics-students-in-fagge-educational-zone-kano-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85252.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">182</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">9782</span> Pibid and Experimentation: A High School Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chahad%20P.%20Alexandre">Chahad P. Alexandre</a> </p> <p class="card-text"><strong>Abstract:</strong></p> PIBID-Institutional Program of Scholarships to Encourage Teaching - is a Brazilian government program that counts today with 48.000 students. It's goal is to motivate the students to stay in the teaching undergraduate programs and to help fill the gap of 100.000 teachers that are needed today in the under graduated schools. The major lack of teachers today is in physics, chemistry, mathematics, and biology. At IFSP-Itapetininga we formatted our physics PIBID based on practical activities. Our students are divided in two São Paulo state government high schools in the same city. The project proposes class activities based on experimentation, observation and understanding of physical phenomena. The didactical experiments are always in relation with the content that the teacher is working, he is the supervisor of the program in the school. Always before an experiment is proposed a little questionnaire to learn about the students preconceptions and one is filled latter to evaluate if now concepts have been created. This procedure is made in order to compare their previous knowledge and how it changed after the experiment is developed. The primary goal of our project is to make the Physics class more attractive to the students and to develop in high school students the interest in learning physics and to show the relation of Physics to the day by day and to the technological world. The objective of the experimental activities is to facilitate the understanding of the concepts that are worked on classes because under experimentation the PIBID scholarship student stimulate the curiosity of the high school student and with this he can develop the capacity to understand and identify the physical phenomena with concrete examples. Knowing how to identify this phenomena and where they are present at the high school student life makes the learning process more significant and pleasant. This proposal make achievable to the students to practice science, to appropriate of complex, in the traditional classes, concepts and overcoming the common preconception that physics is something distant and that is present only on books. This preconception is extremely harmful in the process of scientific knowledge construction. This kind of learning – through experimentation – make the students not only accumulate knowledge but also appropriate it, also to appropriate experimental procedures and even the space that is provided by the school. The PIBID scholarship students, as future teachers also have the opportunity to try experimentation classes, to intervene in the classes and to have contact with their future career. This opportunity allows the students to make important reflection about the practices realized and consequently about the learning methods. Due to this project, we found out that the high school students stay more time focused in the experiment compared to the traditional explanation teachers´ class. As a result in a class, as a participative activity, the students got more involved and participative. We also found out that the physics under graduated students drop out percentage is smaller in our Institute than before the PIBID program started. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation" title="innovation">innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=projects" title=" projects"> projects</a>, <a href="https://publications.waset.org/abstracts/search?q=PIBID" title=" PIBID"> PIBID</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher%20experiences" title=" pre-service teacher experiences"> pre-service teacher experiences</a> </p> <a href="https://publications.waset.org/abstracts/30444/pibid-and-experimentation-a-high-school-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30444.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">341</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">9781</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">9780</span> Analysis of Pollution in Agriculture Land Using Decagon Em-50 and Rock Magnetism Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adinda%20Syifa%20Azhari">Adinda Syifa Azhari</a>, <a href="https://publications.waset.org/abstracts/search?q=Eleonora%20Agustine"> Eleonora Agustine</a>, <a href="https://publications.waset.org/abstracts/search?q=Dini%20Fitriani"> Dini Fitriani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This measurement has been done to analyze the impact of industrial pollution on the environment. Our research is to indicate the soil which has contained some pollution by industrial activity around the area, especially in Sumedang, West Java. The parameter phsyics such as total dissolved solid, volumetric water content, electrical conductivity bulk and FD have shown that the soil has polluted and measured by Decagon EM 50. Decagon EM 50 is one of the geophysical environment instrumentation that is used to interpret the soil condition. This experiment has given a result of these parameter physics, these are: Volumetric water content (m³/m³) = 0,154 – 0,384; Electrical Conductivity Bulk (dS/m) = 0,29 – 1,11 ; Dielectric Permittivity (DP) = 77,636 – 78, 339.Based on these data, we have got the conclusion that the area has, in fact, been contaminated by dangerous materials. VWC is parameter physics that has shown water in soil. The data show the pollution of the soil at the place, of which the specifications are PH, Total Dissolved Solid (TDS), Electrical Conductivity (EC) bigger (>>) and Frequency Dependent (FD) smaller (<<); that means the soil is alkali with big grain and has high salt concentration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Decagon%20EM%2050" title="Decagon EM 50">Decagon EM 50</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20conductivity" title=" electrical conductivity"> electrical conductivity</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20textiles" title=" industrial textiles"> industrial textiles</a>, <a href="https://publications.waset.org/abstracts/search?q=land" title=" land"> land</a>, <a href="https://publications.waset.org/abstracts/search?q=pollution" title=" pollution"> pollution</a> </p> <a href="https://publications.waset.org/abstracts/65115/analysis-of-pollution-in-agriculture-land-using-decagon-em-50-and-rock-magnetism-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65115.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">381</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">9779</span> 2D PbS Nanosheets Synthesis and Their Applications as Field Effect Transistors or Solar Cells</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Bielewicz">T. Bielewicz</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Dogan"> S. Dogan</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Klinke"> C. Klinke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Two-dimensional, solution-processable semiconductor materials are interesting for low-cost electronic applications [1]. We demonstrate the synthesis of lead sulfide nanosheets and how their size, shape and height can be tuned by varying concentrations of pre-cursors, ligands and by varying the reaction temperature. Especially, the charge carrier confinement in the nanosheets’ height adjustable from 2 to 20 nm has a decisive impact on their electronic properties. This is demonstrated by their use as conduction channel in a field effect transistor [2]. Recently we also showed that especially thin nanosheets show a high carrier multiplication (CM) efficiency [3] which could make them, through the confinement induced band gap and high photoconductivity, very attractive for application in photovoltaic devices. We are already able to manufacture photovoltaic devices out of single nanosheets which show promising results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20sciences" title="physical sciences">physical sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry" title=" chemistry"> chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=materials" title=" materials"> materials</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry" title=" chemistry"> chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=colloids" title=" colloids"> colloids</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=condensed-matter%20physics" title=" condensed-matter physics"> condensed-matter physics</a>, <a href="https://publications.waset.org/abstracts/search?q=semiconductors" title=" semiconductors"> semiconductors</a>, <a href="https://publications.waset.org/abstracts/search?q=two-dimensional%20materials" title=" two-dimensional materials"> two-dimensional materials</a> </p> <a href="https://publications.waset.org/abstracts/10371/2d-pbs-nanosheets-synthesis-and-their-applications-as-field-effect-transistors-or-solar-cells" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10371.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">301</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">9778</span> A Comparative Study on the Development of Webquest and Online Treasure Hunt as Instructional Materials in Teaching Motion in One Dimension for Grade VII Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Anthony%20Burdeos">Mark Anthony Burdeos</a>, <a href="https://publications.waset.org/abstracts/search?q=Kara%20Ella%20Catoto"> Kara Ella Catoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Alraine%20Pauyon"> Alraine Pauyon</a>, <a href="https://publications.waset.org/abstracts/search?q=Elesar%20Malicoban"> Elesar Malicoban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study sought to develop, validate, and implement the WebQuest and Online Treasure Hunt as instructional materials in teaching Motion in One Dimension for Grade 7 students and to determine its effects on the students’ conceptual learning, performance and attitude towards Physics. In the development stage, several steps were taken, such as the actual planning and developing the WebQuest and Online Treasure Hunt and making the lesson plan and achievement test. The content and the ICT(Information Communications Technology) effect of the developed instructional materials were evaluated by the Content and ICT experts using adapted evaluation forms. During the implementation, pretest and posttest were administered to determine students’ performance, and pre-attitude and post-attitude tests to investigate students’ attitudes towards Physics before and after the WebQuest and Online Treasure Hunt activity. The developed WebQuest and Online Treasure Hunt passed the validation of Content experts and ICT experts. Students acquired more knowledge on Motion in One Dimension and gained a positive attitude towards Physics after the utilization of WebQuest and Online Treasure Hunt, evidenced significantly higher scores in posttest compared to pretest and higher ratings in post-attitude than pre-attitude. The developed WebQuest and Online Treasure Hunt were proven good in quality and effective materials in teaching Motion in One Dimension and developing a positive attitude towards Physics. However, students performed better in the pretest and posttest and rated higher in the pre-attitude and post-attitude tests in the WebQuest than in the Online Treasure Hunt. This study would provide significant learning experiences to the students that would be useful in building their knowledge, in understanding concepts in a most understandable way, in exercising to use their higher-order thinking skills, and in utilizing their capabilities and abilities to relate Physics topics to real-life situations thereby, students can have in-depth learning about Motion in One Dimension. This study would help teachers to enhance the teaching strategies as the two instructional materials provide interesting, engaging, and innovative teaching-learning experiences for the learners, which are helpful in increasing the level of their motivation and participation in learning Physics. In addition, it would provide information as a reference in using technology in the classroom and to determine which of the two instructional materials, WebQuest and Online Treasure Hunt, is suitable for the teaching-learning process in Motion in One Dimension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT%20integration" title="ICT integration">ICT integration</a>, <a href="https://publications.waset.org/abstracts/search?q=motion%20in%20one%20dimension" title=" motion in one dimension"> motion in one dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20treasure%20hunt" title=" online treasure hunt"> online treasure hunt</a>, <a href="https://publications.waset.org/abstracts/search?q=Webquest" title=" Webquest"> Webquest</a> </p> <a href="https://publications.waset.org/abstracts/136986/a-comparative-study-on-the-development-of-webquest-and-online-treasure-hunt-as-instructional-materials-in-teaching-motion-in-one-dimension-for-grade-vii-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136986.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">176</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">9777</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">316</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">9776</span> Pharmaceutical Applications of Newton's Second Law and Disc Inertia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicholas%20Jensen">Nicholas Jensen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the effort to create new drugs to treat rare conditions cost-effectively intensifies, there is a need to ensure maximum efficiency in the manufacturing process. This includes the creation of ultracompact treatment forms, which can best be achieved via applications of fundamental laws of physics. This paper reports an experiment exploring the relationship between the forms of Newton's 2ⁿᵈ Law appropriate to linear motion and to transversal architraves. The moment of inertia of three discs was determined by experiments and compared with previous data derived from a theoretical relationship. The method used was to attach the discs to a moment arm. Comparing the results with those obtained from previous experiments, it is found to be consistent with the first law of thermodynamics. It was further found that Newton's 2ⁿᵈ law violates the second law of thermodynamics. The purpose of this experiment was to explore the relationship between the forms of Newton's 2nd Law appropriate to linear motion and to apply torque to a twisting force, which is determined by position vector r and force vector F. Substituting equation alpha in place of beta; angular acceleration is a linear acceleration divided by radius r of the moment arm. The nevrological analogy of Newton's 2nd Law states that these findings can contribute to a fuller understanding of thermodynamics in relation to viscosity. Implications for the pharmaceutical industry will be seen to be fruitful from these findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Newtonian%20physics" title="Newtonian physics">Newtonian physics</a>, <a href="https://publications.waset.org/abstracts/search?q=inertia" title=" inertia"> inertia</a>, <a href="https://publications.waset.org/abstracts/search?q=viscosity" title=" viscosity"> viscosity</a>, <a href="https://publications.waset.org/abstracts/search?q=pharmaceutical%20applications" title=" pharmaceutical applications"> pharmaceutical applications</a> </p> <a href="https://publications.waset.org/abstracts/126921/pharmaceutical-applications-of-newtons-second-law-and-disc-inertia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126921.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">117</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">9775</span> Evaluating the Effectiveness of Animated Videos in Learning Economics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Chow">J. Chow</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In laboratory settings, this study measured and reported the effects of undergraduate students watching animated videos on learning microeconomics as compared with the effectiveness of reading written texts. The study described an experiment on learning microeconomics in higher education using two different types of learning materials. It reported the effectiveness on microeconomics learning of watching animated videos and reading written texts. Undergraduate students in the university were randomly assigned to either a ‘video group’ or a ‘text group’ in the experiment. Previously-validated multiple-choice questions on fundamental concepts of microeconomics were administered. Both groups showed improvement between the pre-test and post-test. The experience of learning using text and video materials was also assessed. After controlling the student characteristics variables, the analyses showed that both types of materials showed comparable level of perceived learning experience. The effect size and statistical significance of these results supported the hypothesis that animated video is an effective alternative to text materials as a learning tool for students. The findings suggest that such animated videos may support teaching microeconomics in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animated%20videos%20for%20education" title="animated videos for education">animated videos for education</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory%20experiment" title=" laboratory experiment"> laboratory experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=microeconomics%20education" title=" microeconomics education"> microeconomics education</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20economics%20education" title=" undergraduate economics education"> undergraduate economics education</a> </p> <a href="https://publications.waset.org/abstracts/101589/evaluating-the-effectiveness-of-animated-videos-in-learning-economics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101589.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">146</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physics%20experiment%20materials&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physics%20experiment%20materials&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physics%20experiment%20materials&page=4">4</a></li> <li class="page-item"><a class="page-link" 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