Concept Of Force Research Articles

Impact of Impulse and Impact Force: An Innovative Approach to Teaching Momentum in Physics

Momentum is a fundamental concept in physics that is pivotal for understanding the motion and behavior of objects. However, its abstract nature often makes it challenging for students to grasp. This study investigates an innovative teaching approach that incorporates impulse and impact force as tools to enhance students' comprehension of momentum. Drawing from the pedagogical philosophy of Prof. Yohannes Surya, who emphasizes practical application and interactive learning, we implemented a set of interactive demonstrations and problem-solving exercises to teach the concepts of impulse and impact force. This study was conducted in the Basic Physics course for the Biology Education Program at Mataram University. The results indicate that emphasizing impulse and impact force improves student understanding, enhances engagement, and bridges the gap between theory and real-world applications in physics education. The findings support the integration of hands-on activities and experiential learning as effective pedagogical strategies in teaching classical mechanics

Inquiry-Based Learning Model for Teaching the Concept of Force in Malaysian Matriculation Colleges

Inquiry-Based Learning Model for Teaching the Concept of Force in Malaysian Matriculation Colleges

Force and motion misconceptions in Moroccan high school science majors: insights from video game activity

ABSTRACT This study delves into the misconceptions about force and motion prevalent among Moroccan high school science major students. It meticulously analyzes the impact of videogame activity on the formation and persistence of these misconceptions. A cohort of 234 students, who underwent remote introductory mechanics courses, were involved in the study. Alongside the use of the revised Force Concept Inventory for investigating misconceptions, we employed cluster sampling and a descriptive survey to concurrently explore students’ year-long experiences with various videogames. The findings indicate that a substantial part students exhibit non-Newtonian conceptual understanding of force and motion. Interestingly, highly engaged videogame players consistently demonstrated a shift in their misconceptions’ nature. No statistically significant correlations were found with grade, age, or gender, except for videogame spending time frequency. This research underscores the importance of mechanics reasoning, especially among digital natives and avid gamers. These insights not only pave the way for robust Digital Game-Based Learning tools to identify and rectify misconceptions, but also provide a catalyst for further exploration in this field and its broader implications.

Assessing AI’s problem solving in physics: Analyzing reasoning, false positives and negatives through the force concept inventory

Assessing AI’s problem solving in physics: Analyzing reasoning, false positives and negatives through the force concept inventory

Ant logic and necrolocutors

As environmental research increasingly values and foregrounds traditional knowledge in a reinvigorated participatory turn, many of the original problematics and harms re-emerge through ostensible collaborations with knowledge-holders. These issues are not just instances of ethical oversight; they are the result of ant logic: narrow, spatialized conceptualizations of power, knowledge, and death as contained and fixed within bodies and space and preoccupations with visibility that produces ontological conceptions of local communities, traditional knowledge-holders, state actors, and neoliberal forces. This article unwinds the tight Foucauldian grip with which environmental social sciences are held to reveal power, knowledge, and death as vibrant, immaterial actors and explores the role of ant logic as an actor itself. In doing so, another key environmental actor is uncovered, one who leverages the death-centric form of articulation to define power and knowledge: the necrolocutor.

The Impact of Intellectual Property Protection on Technological Innovation - A Literature Review Incorporating New Quality Productive Forces in the Chinese Economy

Abstract: This article explores the impact of intellectual property (IP) protection on technological innovation, particularly concerning Chinas recent emphasis on high-quality productivity. The paper reviews existing literature, discussing the differences in the effects of IP protection between developed and developing countries. This literature review shows that strengthened IP protection has a positive impact on technological innovation in China, but with a nonlinear relationship. The concept of new quality productive forces focuses on achieving high levels of quality and promoting disruptive technology innovation. Combining this concept, this article analyzes the influence of IP protection on its development and provides specific policy recommendations. Future studies should focus on empirical analysis to assess the actual effectiveness of IP protection within the existing policy framework. Appropriate evaluation systems are suggested to establish, and IP laws should be gradually improved so as to effectively facilitate Chinas technological innovation and industrial advancement.

ChatGPT's quality: Reliability and validity of concept inventory items.

The recent advances of large language models (LLMs) have opened a wide range of opportunities, but at the same time, they pose numerous challenges and questions that research needs to answer. One of the main challenges are the quality and correctness of the output of LLMs as well as the overreliance of students on the output without critically reflecting on it. This poses the question of the quality of the output of LLMs in educational tasks and what students and teachers need to consider when using LLMs for creating educational items. In this work, we focus on the quality and characteristics of conceptual items developed using ChatGPT without user-generated improvements. For this purpose, we optimized prompts and created 30 conceptual items in kinematics, which is a standard topic in high-school level physics. The items were rated by two independent experts. Those 15 items that received the highest rating were included in a conceptual survey. The dimensions were designed to align with the ones in the most commonly used concept inventory, the Force Concept Inventory (FCI). We administered the designed items together with the FCI to 172 first-year university students. The results show that ChatGPT items have a medium difficulty and discriminatory index but they overall exhibit a slightly lower average values as the FCI. Moreover, a confirmatory factor analysis confirmed a three factor model that is closely aligned with a previously suggested expert model. In this way, after careful prompt engineering, thorough analysis and selection of fully automatically generated items by ChatGPT, we were able to create concept items that had only a slightly lower quality than carefully human-generated concept items. The procedures to create and select such a high-quality set of items that is fully automatically generated require large efforts and point towards cognitive demands of teachers when using LLMs to create items. Moreover, the results demonstrate that human oversight or student interviews are necessary when creating one-dimensional assessments and distractors that are closely aligned with students' difficulties.

Penerapan Model Problem Based Learning untuk Meningkatkan Hasil Belajar IPAS Siswa Kelas IV-A SDN Pakis 1 Surabaya

This study aims to improve the learning outcomes of students in class IV-A in IPAS subjects, especially on the material of friction and muscle force, by using the Problem Based Learning (PBL) Learning Model at SDN Pakis 1 Surabaya. This research is a Classroom Action Research (PTK) conducted in two cycles, each of which consists of planning, implementation, observation, and reflection stages. The subjects of this study were 28 students of class IV-A. The instruments used include learning outcome tests to measure students' understanding of the material taught. The results showed a significant increase in student learning outcomes. At the pre-cycle stage, only 39% of students achieved mastery, while 61% of students were not yet complete. After the implementation of PBL, in cycle 1 student completeness increased to 71%, and in cycle 2 all students reached completeness with a percentage of 100%. PBL proved to be effective in improving students' understanding of the concepts of friction and muscle force through problem solving that is relevant to everyday life. Thus, the application of Problem Based Learning (PBL) can significantly improve student learning outcomes in IPAS subjects, especially in understanding abstract concepts such as force. This method is also effective in developing students' critical and collaborative thinking skills.

On Marx’s theory of fettering of productive forces by social relations of production

According to Marx, production relations promote the development of productive forces but they can also fetter that development. The concept of fettering is a relatively neglected component of Marx’s social theory. This concept can potentially help us adequately make sense of numerous global problems that exists because of the contradiction between forces and relations of production. However, making use of the concept requires its further development beyond Marx’s schematic remarks and some of its modern-day interpretations. The latter are characterized by a shopping basket approach that produces a confusing litany of fetterings without adequately unpacking the fettering mechanisms. There is therefore a need to better understand a) what might fettering precisely mean, and b) what is it about the relations of production and the forces of production which makes fettering of the latter by the former possible? A reformulation of the concept of fettering requires that the concept of productive forces must include nature and human beings, apart from the produced means of production. Nature needs constant improvement, but this does not happen because of capitalist relations. Human beings have certain needs which must be met for them to possess their productive abilities as direct producers, but capitalist relations fail to guarantee this. The paper shows how it is that in the selfsame processes in which capitalism develops productive forces, it also fetters such development. It also suggests that the conceptualization of fettering must go beyond an implicit nationalism: the mechanisms of fettering must be elaborated to include imperialist exploitation that fetters productive forces in the South. The balance between capitalism’s fettering and productive tendencies is in favour of the former today, so class struggle against capitalist social relations must replace antagonistic capitalist relations with socialist relations to ensure harmonious sustainable development, nationally and globally.

Enhancing Students' Conceptual Understanding of Newton Law with Conceptual Problem Solving Learning: An Experimental Study

This study aims to examine the effectiveness of Conceptual Problem Solving-based learning in improving student conceptual understanding of Newtonian mechanics. The quasi-experimental method with a nonrandomized control group pretest-posttest design was used to compare students conceptual in the experimental and control class. The subjects in this study were 69 first-year students of the Physics Education study program at one of the state universities in Yogyakarta. Force Concept inventories are used to assess students conceptual understanding of Newtonian mechanics. The findings revealed that there was significant difference in the increase in students conceptual understanding between the experimental and control groups. The increase in conceptual mismatch in experimental class students using CPS learning was higher (N-gain = 0.33) compared to control class students using direct instruction learning (N-gain = 0.11), although both groups experienced an increase. This study provides a real picture that the CPS technique can be used as a more successful strategy to improve the quality of physics learning, especially in improving knowledge of basic topics that are often difficult for students to understand, one of which is Newton's Law.

Conceptual Coherence and Dominant Misconceptions in the Concept of Force among Higher Education Students through the Administration of the Force Concept Inventory

The paper reported here is a part of a larger 8000 student survey to determine the common misconceptions regarding Newtonian mechanics among Bhutanese students. The force concept inventory was used as a diagnostic instrument to probe students’ misconceptions regarding the concept of force in physics. The objective of the research was to determine the extent to which student scores demonstrated conceptual coherence, Newtonian thinking, and identify dominant misconceptions. Data was collected from university students majoring in physics (N = 40), year I and year IV pre-service teachers (N=155), by administering the questionnaire face-to-face. Data was analysed using descriptive statistics. Results suggests that students are not able to consistently apply Newtonian mechanics, and none have reached the Newtonian thinking threshold. Dominant misconceptions were identified in relation to kinematics, Newton’s first, second, and third laws of motion, superimposition principle, and kinds of force. Pre-service teacher educators, university lecturers, and curriculum developers should invest time and resources in identifying and addressing the misconceptions.

Understanding Newton's Third Law: A Study of Prospective Physics Teachers' Knowledge Structure

This research aims to explore the ability to understand concepts and the characteristics of the knowledge structure of prospective physics teachers regarding Newton's Third Law. This research was conducted on 26 Physics Education students in their first year who had received material on Newton's Laws. The instrument used is the Force Concept Inventory (FCI) test instrument. Using four multiple-choice questions accompanied by reasons, the quantitative data source comes from students' choice of answers. In contrast, the qualitative data source comes from students' reasons for choosing answers, which are used to see the characteristics of knowledge structures. The data analysis technique used is descriptive statistics to present a picture of the ability to understand concepts and the level of character of the knowledge structure of prospective teachers. The results show that the concept understanding ability of prospective physics teachers has an average of 67.31 and is classified as sufficient. The knowledge structure characteristics of prospective physics teachers at the expert level is 62.50%, the beginner level is 14.42%, and the intermediate level is 24.04%. These results show that the ability to understand the concept of Newton's Third Law and the characteristics of knowledge structures have a coherent influence. Prospective teachers with the characteristics of an expert knowledge structure can solve physics problems using correct physics principles. These findings require further research to explore the factors influencing understanding concepts and characteristics of prospective teachers' knowledge structures and more effective teaching strategies.

An extended model for evacuation considering pedestrian behavior of emergency avoidance in the earthquake situation

In earthquake situations, emergency avoidance is an important way to ensure the life safety of pedestrians. To study the behavior of emergency avoidance of pedestrians in a disaster situation, an extended cellular automata model for pedestrian evacuation is established according to the real video records. The concepts of “avoidance rate” and “avoidance time” are introduced to describe emergency avoidance behavior. The trampling behavior of pedestrians is also considered in the model, which draws on the concept of repulsive force in the social force model. Taking into account both evacuation time and stampede probability, the total risk index is used to describe the overall evacuation risk. The single-story teaching building was used as an evacuation scene. Parameters affecting the whole evacuation process and overall evacuation risk such as avoidance rate and avoidance time were analyzed. What’s more, seven evacuation strategies were discussed in detail. The study shows that reasonable arrangement of pedestrian evacuation with avoidance rate and avoidance time in a certain range can reduce congestion and improve the safety of evacuation and the evacuation time will not increase obviously. This work can provide theoretical references for evaluating the overall risk of evacuation and also provide technical support for formulating evacuation strategies under earthquakes.

AcousTac: Tactile Sensing with Acoustic Resonance for Electronics-Free Soft Skin.

Sound is a rich information medium that transmits through air; people communicate through speech and can even discern material through tapping and listening. To capture frequencies in the human hearing range, commercial microphones typically have a sampling rate of over 40 kHz. These accessible acoustic technologies are not yet widely adopted for the explicit purpose of giving robots a sense of touch. Some researchers have used sound to sense tactile information, both monitoring ambient soundscape and with embedded speakers and microphones to measure sounds within structures. However, these options commonly do not provide a direct measure of steady state force or require electronics integrated somewhere near the contact location. In this work, we present AcousTac, an acoustic tactile sensor for electronics-free, force-sensitive soft skin. Compliant silicone caps and plastic tubes compose the resonant chambers that emit pneumatic-driven sound measurable with a conventional off-board microphone. The resulting frequency changes depend on the external loads on the compliant endcaps. The compliant cap vibrates with the resonant pressure waves and is a nonidealized boundary condition, initially producing a nonmonotonic force response. We characterize two solutions-adding a distal hole and mass to the cap-resulting in monotonic and nonhysteretic force readings with this technology. We can tune each AcousTac taxel to specific force and frequency ranges, based on geometric parameters including tube length, and thus uniquely sense each taxel simultaneously in an array. We demonstrate AcousTac's functionality on two robotic systems: a 4-taxel array and a 3-taxel astrictive gripper. Simple to implement with off-the-shelf parts, AcousTac is a promising concept for force sensing on soft robotic surfaces, especially in situations where electronics near the contact are not suitable. Equipping robots with tactile sensing and soft skin provides them with a sense of touch and the ability to safely interact with their surroundings.

Development and Evaluation of a Digital Pop-Up Book on the Concept of Force for Fourth-Grade Science

Preliminary research, through observations, questionnaires, and interviews, showed problems in fourth-grade science learning media about force. This research aimed to develop a digital pop-up book on the concept of force This research used the research and development (RnD) method. The stages of the research were finding potential problems, data collection, product design, design validation, design improvements, product test, product revision, usage test, product revision, and mass production. Media experts validated the pop-up book and assessed it in a category of qualified with a score of 89.50%, meaning that the media emphasized information accordingly to the target; the choice of font and size was correct; the media was attractive, easy to use, made it easier for students to understand the material, and made it easier for teachers to deliver the lesson. The content expert validated the content on force and assessed the accuracy of the content in the category of very suitable with a score of 91.25%, which means that the material was presented coherently, encouraged students’ curiosity, was appropriate to support the lesson, activating students, increased students’ knowledge, had clear visuals and text, had concise and clear language, and delivered suitable language level. The effectiveness of digital pop-up books in improving students’ understanding of the material was shown in the t-test result (13.513) and an average increase (N-gain) of pretest and post-test data of 0.55 with medium criteria. Participants’ questionnaire showed their opinions on the excellent quality of digital pop-up books. This research indicated that digital pop-up books on the concept of force met the media and content qualification criteria, which motivated and helped the students comprehend the information.

A many-objective evolutionary algorithm based on interaction force and hybrid optimization mechanism

In many-objective optimization, both convergence and diversity are equally important. However, in high-dimensional spaces, traditional decomposition-based many-objective evolutionary algorithms struggle to ensure population diversity. Conversely, traditional Pareto dominance-based many-objective evolutionary algorithms face challenges in ensuring population convergence. In this paper, we propose a novel many-objective evolutionary algorithm based on interaction force and hybrid optimization mechanism (MaOEAIH) for effectively addressing the difficulty in balancing convergence and diversity. First, we use the concept of interaction force to simulate the convergence (akin to gravity) and diversity (repulsion) of the population. Subsequently, we design an optimization mechanism that combines decomposition and Pareto dominance to enhance the convergence and diversity of the population separately. Simultaneously, to eliminate dominance resistance solutions, we propose a quartile method based on boundary solutions. Additionally, Random perturbations are also introduced to certain individuals within the population to facilitate their escape from local optima. MaOEAIH is compared with some state-of-the-art algorithms on 31 well-known test problems with 3-15 objectives. The experimental results show that, compared to other algorithms, MaOEAIH not only obtains solution sets of higher quality when dealing with different types of many-objective optimization problems, but also effectively addresses key challenges including insufficient selection pressure, difficulty balancing convergence and diversity, and susceptibility to population entrapment in local optima within many-objective optimization scenarios.

Biophysics Concept Inventory Survey: An Assessment in Biophysical Undergraduate Education

ABSTRACT Since the Force Concept Inventory in 1992, many concept inventories have been developed to cover classical scientific fields. However, there is a lack of concept inventories for interdisciplinary fields, such as biophysics. We introduce a Biophysics Concept Inventory Survey (BCIS), a 20-question, multiple-choice survey to measure student gains in biophysical concepts. The BCIS contains 5 question classifications: remember, understand, apply, analyze, and create, as well as question concepts divided into primarily physics or primarily biology questions. We administered the BCIS to 3 cohorts of students over 4 years. Each cohort participated in a 10-week summer Research Experience for Undergraduates (REU) in biophysics. We compared the presurvey (before REU) and postsurvey (after REU) scores to determine the fraction of the maximum possible gain or loss realized. Our analysis of the results suggests that the BCIS shows no biases based on sex or ethnicity. Further, we used the BCIS to show that 69% of the REU participants showed gains in biophysics concepts, with most of the total participant mean of gain occurring at higher levels of Bloom’s taxonomy: create and analyze. Overall, participants obtain slightly higher scores in physics (8% increase) than biology (5% increase) when comparing the pre- and postscores. The coronavirus disease 2019 pandemic allows a splitting of prepandemic and postpandemic cohorts, with the postpandemic cohort showing significantly larger gains than the prepandemic students. These results show that the BCIS, with question classifications and concepts, probes the students’ ability to apply knowledge to various biophysical science topics without underlying biases and enables instructors to obtain answers to important questions about the effectiveness of the educational programs. The BCIS fills a gap for interdisciplinary concept inventories.

Correcting grade 11 students’ misconceptions of the concept of force through the conceptual change model (CCM) with PDEODE*E tasks

This study aims to reconstruct Grade 11 students’ misconceptions about force through the Conceptual Change Model (CCM) making use of Predict, Discuss, Explain, Observe, Discuss, Explore, Explain (PDEODEE) tasks. This study was conducted using a mixed-method approach. The participants in this study were 65 students (33 students in the experiment class—13 males and 20 females, and 32 students in the control class—12 males and 20 females) from a high school in Bandung, Indonesia. The instrument test used is the Four-Tier Test-formed Force Concept Inventory (4TT-FCI) with 8 question items. Three analyses were carried out: an analysis of students' misconception profiles during the pre-test and post-test, the reconstruction of students’ misconceptions analysed based on percentage and codification using Great Change (GC), Not Change (NC), and Un-Great Change (U-GC). The improvement in students' conception was carried out using N-Gain with three categories (Low, Moderate, and High). The results show that the students' conception profile during the pre-test and post-test still detects misconceptions. However, these misconceptions can be ameliorated using CCM with PDEODEE tasks because the highest conceptual change is in the Misconceptions category (GC= 34.5) and the lowest is in the Un-Code category (U-GC= 2.4). The increase in the correctness of the conception was measured in the experimental class at 0.73 (High category), and the control class is 0.42 (Moderate Category).

Exploring undergraduate students’ scientific reasoning in the force and motion concept

Exploring undergraduate students’ scientific reasoning in the force and motion concept

Development Magnetic Science Park Props Based On Science Literacy To Improve Understanding Concept Of Magnetic Force In Grade IV Elementary School

Teaching aids are tools that help teachers convey abstract material to be more concrete in classroom learning. The props in the development research aim to form science literacy skills to make it easier for grade IV elementary school students to understand the concept of magnetic force. This research is based on the level of understanding of students' concepts related to magnetic force which is still low, due to the lack of variation in the use of media/tools in science learning in the classroom and the lack of student learning motivation. This research is a development research (DD) with the ADDIE model (Analyze, Design, Development, Implementation, Evaluation) which aims to produce valid and effective science literacy-based teaching aids. The research subjects were fourth grade students at SDN Bandung city. Data were obtained from observations, interviews, questionnaires, expert validation to see the validity of the teaching aids, and test results to see the effectiveness of the teaching aids. The results showed that the average value of the validity of teaching aids by material experts was 96.8% and media experts amounted to 97.9%, while by learning experts amounted to 97.5%. Based on the results of the pretest and posttest, it shows an increase in understanding of the concept of magnetic force after using science literacy-based teaching aids with an average score from 26 to 78 which can be said to be quite effective.