Direct Current Electrical Circuits Research Articles

Implementasi metode cramer menggunakan microsoft excel dalam penyelesaian rangkaian listrik arus searah

Direct current electrical circuits are one of the materials studied by students majoring in electrical engineering. To solve electrical circuit problems, students must understand the material on systems of linear equations and matrices. The purpose of this study is to find out what percentage of students apply the Cramer method with the help of Microsoft excel in solving problems of systems of linear equations in direct current electric circuits. This research is qualitative descriptive study. Data collection technique used is the documentation of test results. The subjects of this study were 52 students. First semester of the 2022/2023 academic year, majoring in electrical engineering. The instrument used is a description test of 5 questions, and the results of interviews. Data analysis technique by looking at the effectiveness of using Microsoft Excel in learning a system of linear equations with the Cramer rule method, the results are in the moderate category. To solve the problem of a system of linear equations in direct current circuits as much 62,2% of students it is easier to use the Cramer method and can quickly use Microsoft Excel assistance in calculations, even for many n variabels.

Spectral method of electrical circuits accelerated simulation with thyristors

Purpose. The development of transient processes calculation method in electric circuits with thyristors based on the use of functions approximation by orthogonal polynomials.
 Methodology. Functions approximation by orthogonal polynomials, numerical methods of differential equations integration, matrix methods, programming, theory of electric circuits.
 Obtained results. The method of solution function polynomial approximation of integro-differential equations of state, which describes the transient processes of an electric circuit with thyristors, is used in this paper. The used method showed the advantages over other known methods in increasing the accuracy and reducing the simulation time of transient electrical processes by more than 6 times.
 Findings. The solution is approximated by a series of Chebyshev polynomials. The integro-differential equations of state are transformed into linear algebraic equations for special depiction of the solution functions. The depiction of functions of true currents in the equivalent circuit is interpreted as direct currents. Such a schematic model creates visibility for a researcher performing simulation of transient electrical processes.
 Practical value. The proposed methods discover the possibility of using the apparatus of direct current electric circuits’ theory for transient processes in complex schemes modeling with thyristors.

USE OF ORDINARY DIFFERENTIAL EQUATIONS APPLIED TO MECHANICAL AND ELECTRICAL PROBLEMS WITH FIRST ORDER LINEAR SYSTEMS

In recent years there has been an increased interest in the study of mathematics applied to engineering to study aspects of its teaching. In the present research work, a compilation of analytical concepts of differential equations applied to the solution of problems of electrical circuits, a branch of electrical engineering and mechanical engineering problems, specifical problems of spring-mass mechanical systems, through the description of the analytical solutions of direct current electrical circuits and spring-mass mechanical systems, applying differential equations. This method stands out among the diverse mathematical treatments used to solve this type of engineering problem, both for its demonstrative elegance and capacity to offer a total answer. Likewise, practical engineering examples related to the studied subject were presented and the results were obtained and analyzed by using the mathematical software, Wolfram Mathematica.

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.

Validation of ExPRession Learning Model-based E-Worksheet Assisted with Heyzine to Construct Computational Thinking Skill

This study aims to determine the validity of the e-worksheet based on the Expression Learning model to construct students' computational skills in direct current electric circuit material. This research was development research using Design, Development, and Research (DDR) which consisted of the analysis, design, development, and evaluation stages and used the mixed method to analyze the data. The instrument used to determine the validity of the developed e-worksheet product was an e-worksheet validation sheet. The e-worksheet validation sheet consisted of product and constructs design validity sheets which were validated by five experts who judged that the developed e-worksheet is very valid, with an average score for the construct validation test of 91.5% and an average score for design test validation of 89%. The research findings showed that ExPRession learning model-based e-worksheet assisted with Heyzine to construct computational thinking skill in direct current electric circuits material is very valid. This study provides evidence that applying the ExPRession learning model to the e-worksheet can construct students' computational thinking skills as one of the skills needed in the 21st century by teaching students the use of Microsoft Excel.

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

High School Students’ Difficulties and their Causes due to the Electromotive Force, in the Study of Direct Current Simple Electric Circuits

This work is part of a larger research, conducted in Greece, about the students' difficulties in understanding the concepts and phenomena of Electricity. The goal of this study is to present the high school students’ difficulties and their causes into the study of basic direct current (dc) circuits, due to the concept of the electromotive force (emf). Researches in over the world have highlighted that the concepts of the emf and the potential difference (pd) create many problems to the students in the study of dc circuits. These difficulties are presented, analyzed and is made an attempt to identify their causes. The results show that, in addition to confirming the existing literature enriched with new findings, to address these difficulties is necessary the development of a teaching approach based on an education model with a new curriculum, where needed (in Greece, for example) and an appropriate education material so that to overcome the lack of understanding of the concepts and laws shown by the students.

Research for a Teaching Approach: An Example of Addressing the High School Students’ Conceptual and Reasoning Difficulties in the Study of Direct Current Simple Electric Circuits

With this work we aim at presenting a research on high school students’ (ages 16-17, Greece 2015-2017) understanding into the study of basic direct current (DC) circuits. Studies on this subject in over the world have contributed to a rich research base. Students’ conceptual and reasoning difficulties are presented and analyzed, aiming at the development of methodologies and teaching approaches, accompanied by instructional material to resolve them. The difficulties experienced by these students indicate a significant discrepancy between their conceptions and the scientific view. To address these difficulties, the design and the development of two types of programs were chosen. The first is based on educational models in the laboratory and the second consists of auxiliary courses and educational material for its simultaneous use in classroom teachings. The conclusion is that the existing literature is confirmed and enriched with new findings, while a different teaching approach accompanied by appropriate educational material seems to help the address of the conceptual and reasoning difficulties.

The Development of Physics Education Game on Direct Current Electric Circuit for Learners


 
 
 
 This study is the research of the development of physics education game application. This study has two purposes, namely to (1) developing multimedia for physics learning in the form of a physics education game on direct current electric circuits, (2) knowing the quality of educational game applications that have been produced according to experts, (3)knowing the user's (student's) response to the media of physics learning in the form of educational game applications related to direct current electrical circuit. The development procedure in this study refers to the Luther-Sutopo procedure consisting of the stage of concept, design, material collecting, assembly, testing, and distribution. Data collection techniques in the research in this study using a questionnaire. The research instrument in this study was a validation and assessment sheet which was adapted from the rubric for evaluating C. Stewart's educational game, student response sheets, and the game tester response sheet. Product validation and assessment uses a Likert scale with 4 scales and students' responses use the Guttman scale, while the game tester response sheet uses descriptive analysis. The results of this study are products in the form of simulation physics education game applications in direct current electric circuits, the results of the validation and assessment of material experts and media experts, the educational game application scored 3.8 and 3.3 in a very good category. The results of the user’s (student’s) response to the direct current electric circuit educational game application developed got an average score of 0.97 with the agreed category.
 
 
 

Studi Deskriptif Pemahaman Konsep Rangkaian Listrik Arus Searah Melalui Pembelajaran Laboratorium Riil dan Virtual

This study aims to describe the understanding of the concept of direct current electrical circuits through real and virtual laboratory learning. Subjects and respondents to this study as many as 6 students of the Physics Education Study Program class of 2016 who have programmed basic physics courses. The research instrument used is a three-tier multiple choice diagnostic test with DIRECT 1.1 which is a question of multiple choice with the reason in answering the question, each choice of answers accompanied by a choice of confidence level index in answering or CRI. The test instrument used as many as 24 question numbers. The test result data is then analyzed to determine the percentage of scientific concepts, understand alternative concepts, and do not understand concepts both before practicum and after practicum for each group. Based on the results of the analysis of research data, the concept of students before practicum either follow the learning through the real laboratory first then the virtual laboratory, as well as students who follow the learning through the virtual laboratory first then the real laboratory in the categorized very low, while after practicum in high categorization. Understanding the concept in students who have followed the learning using the real laboratory first then the virtual laboratory is relatively better compared to students who follow the learning using a virtual laboratory first then a real laboratory.

Development and implementation of an analysis tool for direct current electrical circuits

AbstractElectrical circuits constitute the core of many courses at the undergraduate level in electrical and electronics engineering. For most undergraduate students, learning and analyzing such circuits are a difficult process. A significant drawback of Simulation Program with Integrated Circuit Emphasis (SPICE)‐based simulation tools in terms of e‐learning is that they only generate circuit simulation outputs, such as the current and voltage of electrical elements contained in a particular circuit. The users are not provided with the detailed information about the steps that are followed to obtain the related outputs. This study describes the development of a new software tool, called ECDAT (a shorthand for the Electrical Circuit Description and Analysis Tool), which can serve as a practical component of electrical circuits courses. The developed tool currently analyzes simple direct electric circuits in a similar way as the existing circuit analysis and simulation ones, and it produces an output document that includes the certain equations and intermediate calculations, using the well‐known circuit laws differently from the previous works. Another contribution of the study is that, unlike the modified nodal analysis method used in SPICE‐based circuit analysis programs, it employs a graph analysis method for circuit analysis.

“Knowledge in Pieces” View: Conceptual Understanding Analysis of Pre-service Physics Teachers on Direct Current Resistive Electrical Circuits

In agreement with problem-solving skills, identifying conceptual understanding is an important topic in physics. The purpose of this study was to analyze the conceptual understanding of physics teacher prospective students on direct current based electric material “Knowledge in Piece” Theory. The study used a mixed-method approach with an explanatory model with 148 Physics Pre-service at the Jambi University, Indonesia. Data were collected using tests and interviews. The students were given a test using reasoned multiplechoice question developed to find out the understanding of student concepts, while unstructured interviews were conducted to confirm student answers that were not clear.Data analysis was done by using a rubric which as developed based on the possible reasons for student’ answer to the concept of direct current electricity. The result of study showed that understanding the concept of students in direct current electricity material is still not very good, this is shown from the study data only 6 people (4%) of 148 students who can activate the concept well and completely. The findings show that student understanding is still in the form of concept pieces. Students are not able to connect concepts properly. When asked about sub-material students have an understanding, but when the problem is given is complete enough students are not able to connect every concept to the sub-material that they understand correctly. These results give strength that the students' understanding had not been coupled coherently so that the less dominant resource would be delayed to activate than the more dominant resource.

Play dough circuits: a tangible and friendly medium for understanding physics

Students consider that physics is difficult because of its abstract nature and the involvement of mathematics. One of the most difficult topics is a simple direct current circuit. Physics education research shows that students learn better when they construct their own understanding of scientific ideas within the framework of their existing knowledge. To accomplish this process, students must be motivated to engage with the content actively and be able to learn from that engagement. The purpose of this research was to compare the grade 6 students’ understanding of the scientific concept of simple direct circuits before and after participating in a STEM activity that involved the building of circuits from play dough. Twenty questions from the Interpreting Resistive Electric Circuit Concepts Test were selected to evaluate students’ reasoning regarding direct current resistive electric circuits. Findings revealed that the students’ scores working with the different conditions after learning were significantly higher than they were before learning. However, analysis on learning progress showed that the group that had to create more works had higher normalized gain than the group that created less works. When the work was analysed with rubric criteria, it illustrated that more conditions caused more complexity and diversity to the work. In short, the condition or situation set to students affected work creation.

The Comparison of Conceptual Understanding Between Secondary School Students and Pre-Service Physics Teacher in Direct Current Electric Circuit

This study is aimed to compare the understanding of the concepts of secondary school students (junior and senior high school) and pre-service physics teachers in direct current electric circuits. This research was survey research using the quantitative descriptive method. The results showed that there were no significant difference among the junior high school, senior high school, and pre-service physics teacher students with the categories classified as sufficient for junior high school and pre-service physics teacher. However, senior high school students were still relatively weak. The difficulties were found in interpreting formulas and conceptual errors. This research provides practical benefits to the concept of electrical circuits, especially about the low mastery of student’s concepts. The same mistakes at every level of education showed that there are misconceptions that are difficult to eliminate. It is needed to have more effort to master the concept deeply.

The effects of combining simulations and laboratory experiments on Zimbabwean students’ conceptual understanding of electric circuits

ABSTRACT Background Information Communication Technologies are increasingly present in the African educational system at all educational levels. However, their integration into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception. Purpose The purpose of the study was to compare the learning achievements of students on the topic of Direct Current Electrical Circuits when they are randomly exposed to different learning environments. Sample The population of the study consists of 265 secondary students at an urban school in Harare Zimbabwe, 49 (18.5%) of which participated in the study. The school was chosen for convenience purpose. A quasi-experimental design was used to randomly assign two intact classes. One class (n = 24) was assigned as a control group (using real laboratory activities) and the other class (n = 25) as an experimental group (using simulation and laboratory activities together). The sample had not previously received formal instruction on the topic. Participants are of mixed gender (44.9% girls) and their age ranged from 12 to 14 years. Design and methods The study took place during the first term of 2015. Students’ conceptual level of understanding and the reduction in their misconceptions about electric circuits were measured by a three-tier misconception test, both at pre-test and at post-test. The effect of the treatments was statistically analysed using various statistical tools. Results There is a significant difference in the level of conceptual understanding in which the experimental group performed higher than the control group. The results also demonstrated that a combination environment had an expected effect of decreasing the proportion of students’ misconceptions on electric circuits more than in the laboratory environment alone. Conclusions The outcomes of the study suggest the use of simulation and practical activities in parallel as a better way of teaching students the topic of direct current electric circuits. Computer simulations enhance students’ learning of abstract concepts; hence they should be promoted.

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.

МЕТОДИКА АНАЛИЗА ЭЛЕКТРИЧЕСКИХ ЦЕПЕЙ ПОСТОЯННОГО ТОКА С ИСТОЧНИКАМИ ЭЛЕКТРОДВИЖУЩЕЙ СИЛЫ И ТОКА МЕТОДОМ КОНТУРНЫХ ТОКОВ

In the article, methodological guidelines for the analysis of line direct current electric circuits that have branches with ideal voltage and current sources, and active dependent elements using the mesh-current method are formulated. Particular attention is paid to the calculation of power balance. The authors give specific types of tasks and examples of using the computer program Multisim 10.1 as an illustration and for self-verification of the problem solution correctness by the third-year students of non-electrotechnical higher education establishments and faculties of engineering specialties.

Description of Self-efficacy and Initial Cognitive Abilities on the Students’ Physics Learning of the Direct Current Electrical Circuits

This study aims to determine description of self –efficacy and initial cognitive abilities on the students of MAN 1 Bandung (senior high school) in learning physics on the subject of electrical circuits Direct Current (DC) before they get academy ask assigned in the classroom. From the results of this research can be used as a reference to provide appropriate measures for the advancement of student learning. The theory used in this research is the theory of Bandura. The design in this study using case study and data collection is done by tests and questionnaires, sampling techniques used by random sampling, the study was conducted on 10th grade students of MAN 1 Bandung by the amount of students 35 participants. The results of data analysis showed that the percentage of students who have moderate self-efficacy amounted to 67.05 %, and cognitive ability 50 %, this shows that the process of learning that takes place in school before that junior high school is not much scientific implement processes that provide students the opportunity to discover new things, then learning approaches of right is Problem Based Learning (PBL).

CREATING A CULTURE OF INQUIRY IN THE CLASSROOM WHILE FOSTERING AN UNDERSTANDING OF THEORETICAL CONCEPTS IN DIRECT CURRENT ELECTRIC CIRCUITS: A BALANCED APPROACH

Innovative educational approaches in the sciences have emphasized inquiry in the classroom but it is not self-evident that inquiry instruction leads to conceptual understanding. A design research cycle was conducted to investigate how physics instruction aimed at creating a classroom culture of inquiry can contribute to Grade 9 students’ understanding of theoretical concepts in direct current electric circuits. A hypothesized local instruction theory and classroom pedagogy were created in cooperation with 3 physics teachers, emphasizing (a) establishing classroom norms of inquiry, (b) providing a theoretical starting point, (c) using targeted experiments guided by conceptual questions, and (d) theory-oriented, whole-class discussions. After data collection, retrospective analysis of 1 class showed that the enactment of the local instruction theory and the development of classroom norms of inquiry had led to the expected learning processes and increased student conceptual understanding. Science education promoting the nature of science as inquiry might consider the importance of an effective local instruction theory and the social classroom processes that require science-oriented classroom norms.

Effect of Conceptual Change Oriented Instruction on Students’ Conceptual Understanding and Decreasing Their Misconceptions in DC Electric Circuits

The purpose of this study was twofold: first to investigate the effect of conceptual change oriented instruction accompanied by concept cartoon worksheet with simulation on students’ conceptual understanding and second to remedy their misconceptions of direct current electric circuits. Participants were 139 pre-service science teachers from four intact classes. A quasi-experimental design was used in the study. The experimental group studied the concept with the application of concept cartoon worksheet and simulation, and the control group studied it with traditional instruction. Students’ conceptual understanding and misconceptions were measured by a tree-tired misconception test. It was administered as pre-and-posttest. There was no significant difference between the means of pre-test scores of experimental and control groups. The main effect of treatment on post-test scores was examined via ANCOVA with pre-test scores used as covariate. The frequency of each misconception was calculated for both groups, from pre to post-tests regarding all tiers of items. The analysis yielded a significant treatment effect on students’ post-test performances. The findings indicated that the conceptual change oriented instruction accompanied by concept cartoon worksheet and simulation is likely to be effective for conceptual understanding and decreasing most of students’ misconceptions in direct current electric circuits.