Physics Mechanics Research Articles

Lie Subalgebras, Solutions and Conserved Vectors of a Nonlinear Geophysical Korteweg de Vries Equation in Ocean Physics and Nonlinear Mechanics with Power Law

Ocean physics describes the way the ocean surface layer interacts with the atmosphere and extends to the transmission of energy from ocean waves and tides to the seafloor. Hence, for the first time, this article explores the analytical study of a generalized geophysical Korteweg-de Vries equation found in ocean physics with power-law nonlinearity. The model is analyzed using the Lie group theory that ensures mapping of the existing solutions to other solutions. Initially, the calculation of the associated Lie algebra for the model is carried out in a systematic manner, after which one parameter transformation group for the algebra is derived. Besides, a one-dimensional optimal system of subalgebra is derived in a procedural manner. Sequel to this, the subalgebras and combination of the achieved symmetries are invoked in the reduction process, culminating in generating nonlinear ordinary differential equations associated with the model under study. In consequence, analytic soliton solutions, including non-topological soliton solutions and general periodic function solutions of note, in the structure of Weierstrass elliptic and Jacobi elliptic functions are obtained for the model. One of the interesting results also includes an implicit hypergeometric function solution. Additionally, numerical simulations are utilized to develop a basic understanding of the physical phenomena described by the model in ocean physics. Ultimately, conserved vectors are determined for the model by applying Ibragimov’s theorem together with Noether’s theorem.

Development of Multiple Representation Models in Physics Mechanics Learning Using a Self-Regulated Learning Approach

Abstract The challenge of learning mechanical physics is to help students with different characteristics learn to solve problems. Backgrounds education, initial abilities, understanding concepts, and self-regulated learning which can have an impact on representational abilities in solving physics problems. Model development needs to be carried out in an effort to facilitate students in learning to solve physics problems through a multiple representation model approach. Development uses the Dick & Carey model with descriptive analysis with pre and post-test design. The research was conducted at the Mathematics Education Departement, Mathematics and Science Faculty of Universitas Indraprasta PGRI, with a sample of 27 students taking physics mechanics course. Development has produced the VIFOCA learning model which consists of Visualization, Formulation, and Calculation. Formative evaluation involving instructional design experts, material and language experts obtained an average score of 4.75, while the formative evaluation of students showed an average score of 4.35, with a mean combined score of 4.55. The result of the evaluation formative show that the VIFOCA model is feasible for use in physics learning mechanics. The ability of physics problem solving is known based on the pre-test results of 61.33, while the post-test average is 68.74, with an increase of 12.08%. The results of this research indicate that the VIFOCA learning model can help facilitate learning and improve physics mechanics problem solving abilities.

Spiral-curricular blended learning for the mathematics education in physics teacher training courses

A good physics education depends on a good, transferable mathematics education. A concept for a cross-modular blended learning math course developed for the first two semesters of our physics teacher trainee study program is introduced. The course covers the important new mathematics required for the development of the conceptual understanding of the classical experimental physics mechanics and electrodynamics. It is based on three pillars: parallelism of the math topics to the physics lectures, spiral-curricularity to prior knowledge and high quality digitally available interactive materials such as interactive videos, formative tests and exercises to foster a self-regulated learning of the students in online as well as face-to-face learning environments. The blended learning math course and its face-to-face math seminars are integrated into the experimental physics modules. Results of surveys among the first two cohorts of course participants indicate that the design of the math course is well accepted and the interactive videos are very well received by the students. Initial tests on the learning effectiveness indicate a sufficient development of long term knowledge by the students.

Symbolic Computation on a (2+1)-Dimensional Generalized Nonlinear Evolution System in Fluid Dynamics, Plasma Physics, Nonlinear Optics and Quantum Mechanics

Symbolic Computation on a (2+1)-Dimensional Generalized Nonlinear Evolution System in Fluid Dynamics, Plasma Physics, Nonlinear Optics and Quantum Mechanics

Effects of Multiple Representation in Student's Conceptual Understanding and Metacognitive Awareness in Mechanics

Using a mixed-method design, the study investigated the effect of the use of multiple representations on 207 (106 male and 101 female) Grade 11 students’ conceptual understanding and metacognitive awareness in learning concepts in physics (mechanics). There were five multiple representations (MRs) used in this study namely: (a) drawing/sketch, (b) free-body diagram/FBD, (c) description, (d) mathematical equation, and (e) concept map (Know - Want to know - Learn). These MRs were embedded in the teacher’s lesson plan as a strategy for teaching and learning selected topics in Mechanics. All these MRs were used by the teacher to discuss each lesson, and by the students to understand and do the tasks given to them. The conceptual understanding of the students was measured by obtaining the mean scores from the formative test scores in the form of a 10-item quiz for the following topics - Kinematics, Laws of Motion, and Universal Law of Gravitation. The students’ metacognitive awareness was measured using the 52-item metacognitive awareness inventory (MAI) questionnaire, given before and after the implementation of the teaching-learning intervention. Students’ perceptions on the use of MRs were also gathered in the form of short responses to a 5-item questionnaire. Their responses to these questions were used to elaborate and explain the results in the subcategories of the MAI. Mean scores in the formative tests revealed that students obtained passing grades in all three quizzes. Results also showed that there was an increasing trend in the students’ mean scores from Quiz 1 to Quiz 3. Paired t-test also showed that the increase in the students’ scores moving from Quiz 1, Quiz 2, to Quiz 3 were significant at p < 0.05. The results of the Metacognitive Awareness Inventory (MAI) questionnaire revealed that a significant difference was observed, when comparing the students’ profile scores before and after the implementation of the teaching-learning intervention. The use of multiple representations (MRs) made the students more aware of how they think about learn the physics concepts. Keywords: multiple representation, conceptual understanding, metacognitive awareness

Sanding phenomena vulnerability observations due to CO2 injection at the Air Benakat reservoir in South Sumatera

Carbon sequestration using carbon capture storage (CCS) is one of the most important operational activities in the oil and gas industry to reduce greenhouse gas emissions and increase hydrocarbon production. Carbon Capture Utilization & Storage (CCUS) can be utilized for both enhancing oil recovery (CO2-EOR), as well as gas recovery (CO2-EGR) by injecting CO2 into the reservoir. However, the CO2 injection into reservoir rock can raise potential sanding problems in both injection and production wells. The phenomena of sanding may be induced dominantly due to carbonic acid injection in the reservoir. The reaction between CO2 and water will form carbonic acid in the reservoir, which can cause the dissolution of rock minerals, especially carbonate cementation (such as calcite and dolomite). We have investigated the sanding effect when CO2 was injected into the reservoir using several laboratory-scale measurements and observations on the Air Benakat reservoir sample in South Sumatera. The sanding vulnerability was measured by observing pore structure, changes in elastic properties, and rock strength through Rock Physics and Rock Mechanics measurements. XRD analysis showed the presence of CaMg(CO3)2 (dolomite) minerals in the Air Benakat sandstone sample, which resulted in the possibility of a chemical reaction of the sample, either matrix or pores. The pore structure dissolution was detected from microscale images when the rock was injected with CO2 dissolved in brine water. The changes in rock’s pores due to the dissolution process were also clearly observed from measurements of the changes in rock mass during the injection process of carbonic acid fluid into rock samples from time-to-time measurement.

Megaflood Erosion on Mars—How Lava‐Filled Craters Became Mesas (With Insights From Lava Physics, Stream Power, and Rock Mechanics)

AbstractRound mesas up to 500 m high occur in Martian outflow channels. Mesas in Ravi and Elaver Valles occur in deepest parts of the channels where the most intense megaflood erosion occurred. I theorize that Noachian basalts poured into craters which acted as lava traps, similar to Kilauean lava lakes. Subsequent flood basalts buried the infilled craters. Hesperian megafloods stripped away hundreds of meters of basalts, exhuming erosion‐resistant strata. Lava solidification theory is explored to assess the role of cooling in governing the structure and strength of the Martian basalts. The postulated lava lakes that formed the Ravi Vallis mesas would have needed millennia to cool. The larger Elaver Vallis mesa may have needed up to 20,000 years to solidify. Long cooling times led to coarse, doleritic mineral textures and reduced numbers of cooling joints, greatly increasing bulk rock strength and resistance to hydrodynamic erosion. Using rock mechanics theory, cores of exhumed lava‐filled craters would have bulk rock strengths at least 5 to 30 times greater than more highly fractured basalts. Discharge hydrographs for the Morella Crater breach flood that carved Elaver Vallis peak at ∼2.1 × 107 m3 s−1. Stream power per unit streambed area ranged up to >150,000 W m−2 as the breach grew in size. The calculations provide an envelope of power sufficient to erode hundreds of meters of basalts, but not great enough to remove the large mesa. Thus the legacy of an ancient, lava‐filled crater is a high mesa on the floor of Elaver Vallis.

Normalization Method as a Potent Tool for Grasping Linear and Nonlinear Systems in Physics and Soil Mechanics

To address physical problems that require solving differential equations, both linear and nonlinear analytical methods are preferred when possible, but numerical methods are utilized when necessary. In this study, the normalization technique is established, which is a simple mathematical approach that requires only basic manipulation of the governing equations to obtain valuable information about the solution. The methodology of this technique involves adopting appropriate references to obtain the dimensionless form of the governing equation, after which the terms of the equation are balanced, obtaining the dimensionless monomials governing the solution. Thorough knowledge of the physical processes involved is necessary to find the best references. The main advantages of this technique are the simplicity of the methodology, the acquisition of valuable information about the solution without the need for complex mathematical calculations, and its applicability to nonlinear problems. However, it is important to consider the difficulty in selecting appropriate references in more complex scenarios. This study applies this normalization methodology to different scenarios, showing how choosing appropriate references lead to the independent dimensionless monomials. Once obtained, it was possible to identify different situations concerning the value of monomials. It will be when they are close to unity, and therefore normalized, when they fundamentally affect the solution of the problem. Finally, we present two cases, one linear and one complex, about the application of normalization to the challenging problem of soil consolidation in ground engineering, illustrating how the technique was used to obtain the solution and its many advantages.

Development of the control of variables strategy in physics among secondary school students

Development of the control of variables strategy in physics among secondary school students

Charge Evolution for N2 + Ion Passing Through Ag Target

Charge state is a key factor for the ion stopping and energy deposition. It is helpful to understand the physics mechanics for interaction between ion and target by studying the charge state. In this paper, nitrogen molecular ion charge evolution in Ag target is studied. It is shown that the charge state of the trailing ion is oscillating, while the leading ion doesn’t show the similar behavior due to the wake effects aroused by the electronic exciting of the target electron.

A bicycle can be balanced by stochastic optimal feedback control but only with accurate speed estimates.

Balancing a bicycle is typical for the balance control humans perform as a part of a whole range of behaviors (walking, running, skating, skiing, etc.). This paper presents a general model of balance control and applies it to the balancing of a bicycle. Balance control has both a physics (mechanics) and a neurobiological component. The physics component pertains to the laws that govern the movements of the rider and his bicycle, and the neurobiological component pertains to the mechanisms via which the central nervous system (CNS) uses these laws for balance control. This paper presents a computational model of this neurobiological component, based on the theory of stochastic optimal feedback control (OFC). The central concept in this model is a computational system, implemented in the CNS, that controls a mechanical system outside the CNS. This computational system uses an internal model to calculate optimal control actions as specified by the theory of stochastic OFC. For the computational model to be plausible, it must be robust to at least two inevitable inaccuracies: (1) model parameters that the CNS learns slowly from interactions with the CNS-attached body and bicycle (i.e., the internal noise covariance matrices), and (2) model parameters that depend on unreliable sensory input (i.e., movement speed). By means of simulations, I demonstrate that this model can balance a bicycle under realistic conditions and is robust to inaccuracies in the learned sensorimotor noise characteristics. However, the model is not robust to inaccuracies in the movement speed estimates. This has important implications for the plausibility of stochastic OFC as a model for motor control.

DISTANCE EDUCATION METHODS: VIDEO ANALYSIS IN TEACHING PHYSICS

Formation of the skills of conducting an experiment and analyzing its results during laboratory work in natural science has always been an important didactic problem, which has significantly increased in the conditions of distance and mixed learning. The study of approaches to the effective use of software for the analysis of video recordings of observations of real physical processes and phenomena is one of the tasks of instrumental digital didactics. The affordable and regularly updated software Tracker: Video Analysis and Modeling Tool is a popular didactic tool for the analysis of physical quantities based on the processing of static and dynamic images followed by comparison with the corresponding mathematical model. The rules for creating educational videos suitable for analysis in a digital environment are summarized. On the examples of laboratory classes on many topics of physics (mechanics, hydrodynamics, molecular and atomic physics, and optics) and astronomy, the general features of creating video recordings, laboratory works, and problem tasks based on video analysis are shown. The STEM laboratory of the Junior Academy of Sciences of Ukraine has created numerous reference videos about physical experiments and the rules for their use; a collection of video tasks was also created; innovative methods of educational physical experiments were developed. The methods of video analysis were tested during distance and mixed education in the conditions of threats, also in formal and informal education formats, such as the summer science school for students and the All-Ukrainian natural science online tournament "Open Natural Science Demonstration". Instrumental digital didactics is a component of training courses for teachers and is regularly discussed at seminars and conferences on science education. The stemua.science source of the "MANU" NC is popular among Internet users.

Bifurcation Theory, Lie Group-Invariant Solutions of Subalgebras and Conservation Laws of a Generalized (2+1)-Dimensional BK Equation Type II in Plasma Physics and Fluid Mechanics

The nonlinear phenomena in numbers are modelled in a wide range of fields such as chemical physics, ocean physics, optical fibres, plasma physics, fluid dynamics, solid-state physics, biological physics and marine engineering. This research article systematically investigates a (2+1)-dimensional generalized Bogoyavlensky–Konopelchenko equation. We achieve a five-dimensional Lie algebra of the equation through Lie group analysis. This, in turn, affords us the opportunity to compute an optimal system of fourteen-dimensional Lie subalgebras related to the underlying equation. As a consequence, the various subalgebras are engaged in performing symmetry reductions of the equation leading to many solvable nonlinear ordinary differential equations. Thus, we secure different types of solitary wave solutions including periodic (Weierstrass and elliptic integral), topological kink and anti-kink, complex, trigonometry and hyperbolic functions. Moreover, we utilize the bifurcation theory of dynamical systems to obtain diverse nontrivial travelling wave solutions consisting of both bounded as well as unbounded solution-types to the equation under consideration. Consequently, we generate solutions that are algebraic, periodic, constant and trigonometric in nature. The various results gained in the study are further analyzed through numerical simulation. Finally, we achieve conservation laws of the equation under study by engaging the standard multiplier method with the inclusion of the homotopy integral formula related to the obtained multipliers. In addition, more conserved currents of the equation are secured through Noether’s theorem.

The Effect of iMaker Instruction on Students’ Learning Outcome in Experiments on General Physics

第四代工業革命（工業4.0）的發展不僅引領了業界與學界的創新，也影響了人類的生活。本研究旨在開發普通物理實驗微電腦教學模組暨教材教具；再應用此一智慧創客教學於大一理工學院共同必修「普物實驗─力學」課程；並探討學生之學習成效。此課程以創意互動教學之優勢環境及互動教學模式為基礎，旨在營造創客實驗教學場域，並納入開放原始碼的單晶片微電腦模組，以建構普物實驗量測裝置，來激發及強化學生之自主學習與創客精神；同時培養邏輯運算與自動控制等程式設計能力，以達到學用合一之教學目標，進而提升未來就業競爭力。本研究兼採單組前後測及等組後測準實驗設計，實驗組採用智慧創客教學，對照組則採原有的創意互動教學。研究結果顯示，實驗組在教學後，對於「力學實驗設計概念與架設能力」及「程式設計概念與撰寫能力」皆顯著提升；而學生的「時間管理、訊息處理、專心、解決學習困難策略」與「程式設計概念與撰寫能力」及「期末測驗表現」有顯著正相關。因此，本研究能有效建置普物實驗力學課程之智慧創客教學模組，使學生迅速精準地驗證物理定律；同時提升教學相關器材費用之成本效益。學生訪談結果也顯示，學生在教學後已具備自行設計實驗之基礎能力。The development of the fourth generation of the industrial revolution (Industry 4.0) has led to innovations in the industry and academic world which affects human lives. The purposes of this study are to develop the iMaker Instruction, a microcomputer teaching module with materials, and explore students’ learning effectiveness while applying iMaker Instruction in a compulsory general physics course for freshmen in both colleges of Science and Engineering. The iMaker Instruction is based on the Technology Enabled Active Learning (TEAL) approach to interactive environments and incorporates Arduino open-source microcomputer modules for general physics mechanics (GPM). These tools are used to stimulate and strengthen students’ self-directed learning and creativity, while also cultivating their abilities of logic operations and automatic control in programming so that they can put their learning to use and enhance their employability in the future. This study adopts a quasi-experimental method for both one-group and equivalent-group pretest-posttest design. The iMaker Instruction was implemented in the experimental group, and the control group applied the TEAL model. The results indicate that students in the experimental group performed significantly better than the control group in their conceptual capabilities for mechanics experimental design and set-up, and also for programming design and development. In addition, the extent of students’ time management, ability to focus on the course, and strategies for solving learning problems were positively correlated with their performance on the final exam. Thus, the iMaker instruction and materials with Arduino for experiments on GPM is found to be effective to assist students quickly and accurately verify the laws of physics. Moreover, the cost-effectiveness of the experiment equipment in this course was highly improved. Results of student interviews also indicate that the iMaker Instruction enables them to feel more confident in designing experiments in general physics.

Nature of arcade games

An arcade game is one of the earliest forms of electronic entertainment in the history of modern video games. Although arcade games have simple rules, people retain their interest and remain enjoyable on the game-playing experience. Since arcade games were considered infinite games in general, this study investigates arcade games’ nature to mechanistically determine the most prominent features that make arcade games repeatable and broadly addictive. This study selected four arcade games: Flappy Bird, Pong, Brick Car Racing, and Tetris, where data were collected by simulation and official statistics of the games. The model of motion in mind has been established recently using classical physics mechanics linked to game-playing information to explore the nature of the human mind. This study analyzes physical quantities changes during the game process of arcade games to explain why arcade games are addictive and provide an ideal condition for maximum attractiveness and excitement. It was found that the applicable jerk dynamics of the game process is the essential nature that appeals to arcade games. Moreover, the concept of relative velocity and the resultant force is established for the single-agent games, taking a meaningful step in exploring the theory of motion in mind.

3D Printing for Experiments in Petrophysics, Rock Physics, and Rock Mechanics: A Review

Summary Geoscientific and engineering experiments in petrophysics, rock physics, and rock mechanics depend on multiple, costly, and sometimes rare samples used to characterize the properties of natural rocks. Testing these samples helps in modeling various hydrocarbon recovery and stimulation scenarios, as well as understanding the fluid-rock interactions in the subsurface under various pressure and temperature conditions. Over the last decade, 3D printing has matured to become a more commonly available tool to enable repeatable experiments with controllable materials and pore system geometries to investigate petrophysical, geomechanical, and geophysical properties of porous rocks. This review introduces the development, characteristics, and capabilities of 3D printing technology that are specifically used in research. Applications in the realm of petrophysics highlight the issues of replicating the pore network geometry and subsurface physics, aiming at understanding fluid flow in porous media problems. Using 3D-printed models in rock mechanics experiments focuses on generating comparable geomechanical properties and reproducing fractures, joint surfaces, and other rock structures, whereas in rock physics, geophysical forward modeling is highlighted to take advantage of 3D printing technology. By summarizing the recent advances in 3D printing as applied to petrophysics, rock physics, and rock mechanics, this review paper presents the current state of the art and the challenges in scale, cost, time, and materials, as well as the directions for advancing this frontier discipline to answer various fundamental questions regarding porous media research using 3D printing technology.

Einstein’s Local Realism vs. Bohr’s Instrumental Anti-Realism: The Debate Between Two Titans in the Quantum Theory Arena

The objective of this article is to demonstrate how the historical debate between materialism and idealism, in the field of Philosophy, extends, in new clothes, to the field of Quantum Physics characterized by realism and anti-realism. For this, we opted for a debate, also historical, between the realism of Albert Einstein, for whom reality exists regardless of the existence of the knowing subject, and Niels Bohr, for whom we do not have access to the ultimate reality of the matter, unless conditioning it to the existence of an observer endowed with rationality, position adopted in the Interpretation of Complementarity (1927) – posture that was expanded in 1935 when Bohr assumed a “relationalist” conception, according to which the quantum state is defined by the relationship between the quantum object and the entire measuring device. This is an extremely important debate, as it further consolidates the results of nascent Quantum Mechanics, guaranteeing Bohr the leadership of the orthodoxy based on the interpretation of complementarity. Here, when dealing with Quantum Theory, we will not make any distinction between the terms Quantum Physics, Quantum Theory or Quantum Mechanics. The entire discussion will be held under the name “Quantum Theory”. Theory that tries to analyze and describe the behavior of physical systems of reduced dimensions, close to the sizes of molecules, atoms and subatomic particles. We hope that the reader will appreciate the genius of these two titans in this field of Physics when they magnificently formulate the arguments that support the object of their defenses.

Einstein’s Local Realism vs. Bohr’s Instrumental Anti-Realism: The Debate Between Two Titans in the Quantum Theory Arena

The objective of this article is to demonstrate how the historical debate between materialism and idealism, in the field of Philosophy, extends, in new clothes, to the field of Quantum Physics characterized by realism and anti-realism. For this, we opted for a debate, also historical, between the realism of Albert Einstein, for whom reality exists regardless of the existence of the knowing subject, and Niels Bohr, for whom we do not have access to the ultimate reality of the matter, unless conditioning it to the existence of an observer endowed with rationality, position adopted in the Interpretation of Complementarity (1927) – posture that was expanded in 1935 when Bohr assumed a “relationalist” conception, according to which the quantum state is defined by the relationship between the quantum object and the entire measuring device. This is an extremely important debate, as it further consolidates the results of nascent Quantum Mechanics, guaranteeing Bohr the leadership of the orthodoxy based on the interpretation of complementarity. Here, when dealing with Quantum Theory, we will not make any distinction between the terms Quantum Physics, Quantum Theory or Quantum Mechanics. The entire discussion will be held under the name “Quantum Theory”. Theory that tries to analyze and describe the behavior of physical systems of reduced dimensions, close to the sizes of molecules, atoms and subatomic particles. We hope that the reader will appreciate the genius of these two titans in this field of Physics when they magnificently formulate the arguments that support the object of their defenses.

INCEPTION OF GREEN FUNCTION FOR THE THIRD-ORDER LINEAR DIFFERENTIAL EQUATION THAT IS INCONSISTENT WITH THE BOUNDARY PROBLEM CONDITIONS

Regarding the importance of teaching linear differential equations, it should be noted that every physical and technical phenomenon, when expressed in mathematical sciences, is a differential equation. Differential equations are an essential part of contemporary comparative mathematics that covers all disciplines of physics (heat, mechanics, atoms, electricity, magnetism, light and wave), many economic topics, engineering fields, natural issues, population growth and today’s technical issues. Used cases. In this paper, the theory of third-order heterogeneous linear differential equations with boundary problems and transforming coefficients into multiple functions p(x) we will consider. In mathematics, in the field of differential equations, a boundary problem is called a differential equation with a set of additional constraints called boundary problem conditions. A solution to a boundary problem is a solution to the differential equation that also satisfies the boundary conditions. Boundary problem problems are similar to initial value problems. A boundary problem with conditions defined at the boundaries is an independent variable in the equation, while a prime value problem has all the conditions specified in the same value of the independent variable (and that value is below the range, hence the term "initial value"). A limit value is a data value that corresponds to the minimum or maximum input, internal, or output value specified for a system or component. When the boundaries of boundary values in the solution of the equation to obtain constants D1, D2, D3 to lay down Failure to receive constants is called a boundary problem. We solve this problem by considering the conditions given for that true Green expression function. Every real function of the solution of a set of linear differential equations holds, and its boundary values depend on the distances. Key words: Green Function, Boundary Problem, Private Solution, Public Solution, Wronskian Determinant.

Research on the Relationship between Solid Physics and Quantum Mechanics Based on Computer

Solid state physics is the basis of quantum mechanics to study the microstructure and macro properties of crystal materials. The combination of the two can promote the further improvement and development of the structure and properties of solid materials. Under the background of computer application, the development of quantum mechanics is inseparable from the effective support of solid-state physics. It can be seen that the relationship between solid-state physics and quantum mechanics is mutual promotion and correlation. Based on this, this paper first studies the key points of quantum mechanics and its relationship with solid state physics, and then analyses the concrete relationship between quantum mechanics and solid state physics based on computer.