DC Electrical Circuits Research Articles

Using Four-Tier Test to Identify Prospective Elementary Teacher Students’ Misconception on Electricity Topic

The topic of electricity is one of the topics in the Advanced Physics course which has abstract dominant characteristics. The abstract nature of electrical material has the potential to be difficult to understand and has the potential for misunderstanding by students. The four-tier test is a type of test that can be used to identify student misconceptions. The research method used in this study is a quantitative descriptive research with a survey research type. The populations of this study were all first-year prospective elementary teacher students who took the advanced physics courses as many as 30 students. The sampling technique of this study used a saturated sample whose number is the same as that of the study population. The research instrument was in the form of a four-tier test related to electricity topics, totaling 20 questions and divided into the sub-topics of electric current, electromotive force and potential difference, resistance, energy and conductivity of electric current, dc electric circuits, and Kirchhoff's Laws. The characteristics of this four-tier test consist of four levels. The first level is a choice of answers by providing five choices. The second level is the level of the respondent's confidence in the answer choices. The third level is the choice of reasons for the answer chosen by the respondent. The fourth level is the level of confidence in the choice of reasons for the selected answer. Respondents' answer patterns were grouped into three categories, namely understanding the concept, not understanding, and misconceptions. The results showed that the percentage of students in the categories of not understanding concepts, understanding concepts, and misconceptions were respectively 49.65%, 29.38% and 20.97%. Overall, it can be concluded that the dominant first grade students do not understand the concept and some experience misconceptions. The findings of this study may have implications for efforts to improve debriefing in Advanced Physics lectures in the future so as to be able to reduce misconceptions and understand student concepts

Профессиональная направленность обучения студентов технического вуза в рамках спецкурса по физике

The article highlights the peculiarities of teaching physics to the students of Astrakhan Technical University during a special course “Operation of marine electrical equipment and means of automatics” within the framework of technical creativity workshop “Applied physics” organized under the Department of Physics. The given special course can promote realization of a variative part of the direction, according to the curriculum. The content of the special course meets didactic principles: integration, continuity and succession of training, fundamentality and professional orientation of interdisciplinary links. It was theoretically proved that such content is most fully satisfied by the special course on physics “Bases of electromagnetism and electromagnetic compatibility elements” based on integration of physical theories with technical ones in the frame of the elective disciplines “Bases of electromagnetic compatibility” which helps to form professional orientation of knowledge and abilities on physics. There is examined a theoretical component of the special course and particular tasks and solutions are given: practical problem connected with professional activity of the future specialist; the research problem, allowing to predict the expected result and to learn how to conduct the research work; the creative problem satisfying the conditions of industrial teaching. Diagrams of a DC electric circuit, a graph of dynamic loops of remagnetization of a coil, illustrations of the block “Properties of gases”, the laboratory complex “Electricity and Magnetism”, a block of generators, a diagram and model of the Brovin Kacher device, as well as its components are given as part of the exemplary tasks for students. The experience of non-contact energy transfer is illustrated. Conclusions are drawn about the practical significance of the special course in the framework of the work of the workshop of technical creativity at the Department of Physics of Astrakhan State Technical University.

Skills in DC electrical circuits by doctors in training

This study describes the understanding of concepts and problem-solving skills associated with direct current electrical circuits of doctors in training at a private university in Bogotá (Colombia) in times of the COVID-19 pandemic. The study of direct current electrical circuits is conducted through a didactic sequence supported by active learning and internet resources. In the research, the Inventory of Basic Conceptions - DC Circuits (IBCDC) instrument is used. The implementation of the study was carried out in four phases: a Pre-test, a pedagogical strategy in which the theoretical approach is carried out while the real application of this thematic nucleus in the human body is mentioned, the integration of a simulation as a technological tool that allows giving continuity to the practical and theoretical character of physics and a post-test. The results invite researchers to conduct an implementation exercise in the face-to-face modality, to generate a comparative study.

Nonstandard analysis in electrical engineering. The analysis of the direct current circles with ideal reactive elements.

The article proposes the use of ideas and methods of non-standard analysis in the field of theoretical electronics. The article shows that the analysis of DC circuits, including ideal inductances and capacitances, by standard methods of theoretical electrical engineering is too complicated or almost impossible. To solve this problem, it is proposed to extend the methods of non-standard analysis by the tasks of analyzing electrical circuits with ideal reactive elements. The authors have defined a class of non-standard electrotechnical problems aimed at the analysis of DC electrical circuits, including ideal reactive elements — ideal inductances and capacitances. It is shown that the solution of the selected class of problems by standard methods of theoretical electrical engineering is too difficult or almost impossible. It is proposed to extend the methods of non-standard analysis by the tasks of analyzing electrical circuits with ideal reactive elements. The obtained advantages of this approach are confirmed by examples of calculations of electrical circuits with inductances and capacitances, as well as magnetic circuits.

Students' Science Process Skills and Understanding on Ohm's Law and Direct Current Circuit Through Virtual Laboratory Based Predict-Observe-Explain Model

Many studies have found that good science process skills are correlated with understanding of concepts. Based on observations, many students have low understanding and processing skills, especially in physics subjects. This study aims to describe the impact of implementing the predict-observe-explain (POE) model assisted by virtual laboratory on the students’ science process skills and conceptual understanding of the topic of Ohm’s law and direct current (DC) electrical circuits. This study used a one-group pretest-posttest design involving 20 prospective teacher students in the Physics Education Program FKIP UPR. The sampling technique was saturated sampling. The instruments used were the conceptual understanding test and the performance test of science process skills. The conceptual understanding score was measured before and after the conducted learning and analyzed by N-Gain. While, data on students' science process skills were obtained from performance tests. The results showed an increase in the students’ conceptual understanding, which was indicated by an N-Gain score of 0.63 (moderate increase category). The aspects of the students’ science process skills observed in this study gained a good category. The results of the process skills test showed that 30% of students acquired science process skills with the category of “excellent”, 40% with the category of “good”, and 25% with the category of “adequate”. Based on results, it can be concluded that implementing a virtual laboratory-assisted POE can improve students’ conceptual understanding and science process skills, especially on the topic of Ohm’s law and dc electrical circuits

Structural, optical and electrical properties of Poly(Methyl Methacrylate) polymer under alpha radiation

In this research study, poly(methyl methacrylate) (PMMA) polymer was selected and irradiated with alpha particles at various times. The alterations in the structure, optical parameters, and electrical properties of PMMA polymer caused by alpha particles have been assessed using XRD, ultraviolet–visible (UV/Vis) spectrophotometry and dc electric circuit, respectively. The results showed halo peaks in the XRD patterns, which indicate the amorphous nature of this type of polymer. The UV/Vis spectra demonstrated that absorption increases while transmittance decreases with an increase in the exposure time. Use of PMMA polymer as alpha dosimeters using the UV/Vis spectroscopic technique was investigated. The optical energy-gap values decreased from 3.44 eV to 3.01 eV. Furthermore, the refractive index values of all studied samples increased. Increasing the alpha radiation time enhanced dc-conductivity as well.

English

Proper traffic simulation of electric vehicles, which draw energy from overhead wires, requires adequate modeling of traction infrastructure. Such vehicles include trains, trams or trolleybuses. Since the requested power demands depend on a traffic situation, the overhead wire DC electrical circuit is associated with a non-linear power flow problem. Although the Newton-Raphson method is well-known and widely accepted for seeking its solution, the existence of such a solution is not guaranteed. Particularly in situations where the vehicle power demands are too high (during acceleration), the solution of the studied problem may not exist. To deal with such cases, we introduce a numerical method which seeks maximal suppliable power demands for which the solution exists. This corresponds to introducing a scaling parameter to reduce the demanded power. The interpretation of the scaling parameter is the amount of energy which is absent in the system, and which needs to be provided by external sources such as on-board batteries. We propose an efficient two-stage algorithm to find the optimal scaling parameter and the resulting potentials in the overhead wire network. We perform a comparison with a naive approach and present a real-world simulation in the part of the Pilsen city in the Czech Republic. These simulations are performed in the traffic micro-simulator SUMO, a popular open-source traffic simulation platform.

Enhancing Scientific Discovery Learning by Just-in-Time Prompts in a Simulation-Assisted Inquiry Environment

<p style="text-align:justify">We investigated the effects of just-in-time guidance at various stages of inquiry learning by novice learners. Thirteen participants, randomly assigned to an intervention (n = 8) or control (n = 5) group, were observed as they learned about DC electric circuits using a web-based simulation. Just-in-time instructional prompts to observe, predict, explain, systematically test, collect evidence, and generate rules were strongly associated with diagnosing and correcting misconceptions, and constructing correct scientific concepts. Students’ repeated use of predictions, systematic testing, and evidence-coordinated reasoning often led to formulating new principles, generalizing from observed patterns, verifying comprehension, and experiencing “Aha!” moments. Just-in-time prompts helped learners manage embedded cognitive challenges in inquiry tasks, achieve a comprehensive understanding of the model represented in the simulation, and show significantly higher knowledge gain. Just-in-time prompts also promoted rejection of incorrect models of inquiry and construction of robust scientific mental models. The results suggest ways of customizing guidance to promote scientific learning within simulation environments.</p>

Analysis of arc existence in electrical contact gap for 42 V automotive DC components

AbstractIn this paper, the existence of arc in an electrical contact gap is investigated. A 14 and 42 V DC electrical circuit for an automotive vehicle is considered and the factors which causes arc are identified. A plate–plate, cylinder–cylinder and cone–cone electrical contact are considered for which the closed-state resistance and open-state capacitance are acquired for Al, Cu, Fe, Ni, Au and Pt materials. The voltage, current and power characteristics curves of the electrical contact are obtained for the equivalent automotive DC system. The temperature and electric field of the electrical contact is also reported. The breakdown voltage and electric field for the micro-gaps of 0.5–10 µm are presented and the boundary for arcless operation of the electrical contact is identified. Arc existence is analyzed for four circuit conditions with various voltage and current levels. Simulations are executed using COMSOL Multiphysics Finite Element software tool and the results were related with calculated values. The results show that power has more influence on the arc existence in electrical contact. Electrical contact does not produce an arc due to voltage and electric field. The plate–plate electrical contact with Pt material performs better in terms of arcless switching. These electrical contacts would have an influential role in the design of an arcless, less weight, low cost, reliable electrical contact for next-generation automotive DC power system.

MEASURING STUDENTS’ PROBLEM-SOLVING SKILLS ON DIRECT CURRENT CIRCUITS WITH MULTIPLE REPRESENTATIONS

Purpose of study: This study aims to measure the level of students' problem-solving skills, using assessment instruments in the form of multiple-choice tests based on the multiple representation approach on DC electrical circuits.
 Methodology: This research is a quantitative descriptive involving 46 students of physics education. Students are asked to solve the problem of DC electrical circuits on 12 multiple choice questions with open reasons, involving verbal, mathematical, and picture representations. Data were analyzed by determining means and standard deviations.
 Main findings: The results of the study showed that there were 3 levels of students' problem-solving skills, namely 7 (15%) students in the high category, 22 (48%) students in the medium category and 17 (37%) students in the low category.
 Applications of this study: The implication of this research is to continuously develop assessment instruments based on multiple representations in the form of various types of tests, to help students improve their conceptual understanding, so students can solve physics problems correctly.
 The novelty of this study: Researchers explain the right way to solve physics problems, 1) students are trained to focus on identifying problems, 2) students are accustomed to planning solutions using a clear approach, to build an understanding of concepts, 3) students are directed to solve problems accordingly with understanding the concepts they have built.

3D-printable height models for dc circuits

We present an approach to learn about electricity and dc electric circuits by using real representational models based on the gravitational analogy. The additively manufactured models are deployed in a small-scale teaching intervention on electric potential and voltage in simple electric circuits. From the preliminary results considerable learning gains can be inferred.

Does pedagogy influence gains and losses of conceptual understanding?

The pre-post instruction answer dynamics to the research-based, multiple-choice, single-response test DIRECT, has been used to study the effect of traditional and active learning pedagogies on gains and losses of conceptual knowledge induced by instruction. Our results suggest that, for high school students of a Latin American education system and on the subject of simple DC electric circuits, these features seem to be strongly influenced by the teaching approach. In particular our data suggest that the active learning strategy Tutorials in Introductory Physics is clearly more efficient that traditional instruction, increasing by a factor of two the gain induced by instruction and furthermore, decreasing losses by a similar factor. It is also found that, even using this successful teaching methodology, an important fraction of students need further actions to acquire sought scientific knowledge. It is suggested that reinforcing this instruction with a few, but pedagogically coherent, active-learning activities could further improve learning outcomes, improving therefore the efficiency of instruction to boost conceptual learning, a much needed challenge for science education in most Latin American countries.

Analysis of Engineering Students’ Common difficulties with DC electric circuits in an Inquiry-based laboratory

The students’ understanding about direct current electric circuits’ concepts has been extensively investigated in secondary schools as well as at university level. In the University of São Paulo (IFSC/USP), for more than 10 years, our group has been researching the Electricity and Magnetism laboratory course to Engineering students’. Similarly to reported in the literature, we observed that students often leave physics classes with less of an understanding of physics concepts than we had expected. In this paper we present an investigation of the difficulties that students in the Electricity and Magnetism laboratory have with current electric circuits' concepts and how that research was used as a guide in the development and evaluation of the guided-inquiry lab on these topics to help students learn these concepts better. Initially, we adapted a question developed by McDermott in 2006 and employed it to investigate students’ conceptual understanding of electric circuits in three states of Brazil. STEM areas were involved in this research and the question was applied after students attended to theoretical and laboratory courses. Students had to order light bulbs according to brightness in three different electric circuits to answer the question. Only ~13% of students answered correctly agree to result in other countries and it inspired us to restructure the laboratory guide from a course in our institution. Our new guide was inquiry-based with some activities adapted from Tutorials in Introductory Physics and others developed in a prediction-observation-explanation form. The same question was used as pre and post-test and the average percentage of students who got the maximum score was 47%. We also have been using the Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT), which is composed by a 29-multiple choice questions, that can be grouped in conceptual objectives, allowing us identifying specific conceptual difficulties. We proposed many modifications in the students’ guide, after analyzing the questions, and some of them we managed to improve, like those related to resistance and current. On the other hand, less than 50% of students could answer correctly some questions related to the concepts of power and voltage in the post-test, even after our efforts to improve learning in this aspect. We have been able to help students overcome known conceptual difficulties with the proposal of new activities, but some difficulties still a challenge to be outgrown. This fact has shown us that research for improving practice is fundamental to overcome persisting difficulties and is a long-term and constant action. Also, using different resources such as homework activities on the internet, videos and computer simulations have shown to be useful tools as supplement materials.

Natural Frequency Reduction of Seismic Isolation Table Using DC Motor and Electrical Circuit

Natural Frequency Reduction of Seismic Isolation Table Using DC Motor and Electrical Circuit

Natural Frequency Reduction of Seismic Isolation Table Using DC Motor and Electrical Circuit

Natural Frequency Reduction of Seismic Isolation Table Using DC Motor and Electrical Circuit

6-331 対戦型電気回路計算カードゲームの開発((07)教材の開発-III,口頭発表論文)

6-331 対戦型電気回路計算カードゲームの開発((07)教材の開発-III,口頭発表論文)

Community Outreach with Play-Doh® Electronics

It never fails: you’re in your office and the phone rings. Your department head says, “Hi! Fifty kids are coming to campus in 30 minutes. Can you meet with them and give them a one-hour hands-on activity that will make them excited about physics?” Likely you’ll run to your demonstration room and grab anything that’ll generate a bright light or cause something to explode or levitate, right? In recent years, we’ve taken a more systematic approach to hosting visitors by developing a ready-to-go hands-on activity that provides opportunities for learning about DC electric circuits.

モータと質点を用いた一自由度振動系による免震と制振

This paper describes a cart-type one degree of freedom vibration system using a DC motor and electrical circuit instead of a spring. The stiffness and the damping ratio of the proposed method can be tuned using an LR circuit and an LRC circuit. This proposed method solves the problem of occurring the deflection and buckling of a spring, and occupying the space with the spring. This paper describes the method that uses the proposed vibration systems as a seismic isolator and dynamic vibration absorber. The governing equations of the analytical models were formulated, and the optimum values of the proposed methods were derived. The effectiveness of the proposed methods and theoretical analysis were verified through simulations and experiments.

P081 DCモータと電気回路を用いた水平免震台の共振低減(メカボケーション学生研究発表セッション)

P081 DCモータと電気回路を用いた水平免震台の共振低減(メカボケーション学生研究発表セッション)

PRINSIP VARIASI VAN BAAK SEBAGAI METODE ALTERNATIF DARI TEOREMA SIMPAL KIRCHHOFF UNTUK MENYELESAIKAN PERSOALAN-PERSOALAN RANGKAIAN LISTRIK ARUS SEARAH

This study compared teaching electric circuit by applying Van Baak Variation Principle and by applying Kirchhoff loop theorem in developing students’ ability to solve DC circuit problems. The study was conducted in one high school in Lembang, about eight km from Bandung to the north. Most of the students come from farmer families with social-economic class status between middle and low. Two intact classes were involved in the study. One class was taught to use van Baak’s variational principle, and the other one was taught to use Kirchhoff loop theorem to solve circuit problems. The result indicates that students performed significantly better in applying van Baak variational principle than Kirchhoff loops theorem to solve complex electric circuit problems. No difference was found in student performance for simple circuits. Keywords: Van Baak variation principle, Kirchhoff loop theorem, DC electric circuit.