Static Fluid Research Articles

The Effect of Discovery Learning on Student Learning Outcomes: Elasticity and Static Fluid Contexts

Physics learning at school still shows the implementation of the learning model teacher's use is still learning with a teacher-centred teaching and learning process that creating low student learning outcomes. Therefore, a study was conducted by employing the discovery learning model to increase student learning outcomes. The type of research conducted was a quasi-experiment with the research design RandomisedPossttest Only Control Group Design. With the same number of sample class members, namely 36 students. The research data includes student physics learning outcomes on cognitive aspects. Data analysis techniques employed are normality test, homogeneity and hypothesis testing at the real level of 0.05. Based on data analysis, average physics learning outcomes of students in the knowledge aspect of the experimental class is 82 higher than the control class which is 76. Hypothesis testing of the posttest conducted tcount<ttable where 2.52 > 1.66 H0 is rejected and H1 is accepted, it can be concluded in the study that the usage of the discovery learning model has a significan effect on the physics students' learning outcomes a real level of 0.05.

Does Number Changes of Open Manometers Filled with Pure Water Impact Wind Speeds in Venturi Tube Systems?

Fluid flow in a venturi tube (VT) is a dynamic fluid phenomenon that plays an important role in human life. Flow safety control is necessary by installing several manometers of open (MoO) containing static fluid. The study's purpose was to know the change impacts of the number of installed MoOs against flow speed characters within VTs from conditions of 1 to 2 MoOs. The research uses experimental methods. The main research equipment includes 1 blower-rheostat system, 1 VT with 8 different diameters, and 2 MoOs containing pure water. Data analysis was done using SPSS. Within measurement intervals of 4 Ω ≤ R ≤ 281 Ω and 4.58 cm ≤ d ≤ 9.45 cm, the study showed the comparison of the mean of wind speed, wind speed gradient to R (d fixed), convergent wind speed gradient to d (R fixed), and divergent wind speed gradient to d (R fixed) between 1-MoO and 2-MoO type, respectively, were1. 21E+01 ms-1 vs 1.55E+01 ms-1, -2.73E-02 ms-1Ω-1 vs -4.11E-02 ms-1Ω-1, -3.13E+02 s-1 vs -4.25E+02 s-1, and -4.31E+02 s-1 vs -4.84E+02 s-1. While its impact differences are insignificant, insignificant, significant, and insignificant, respectively.

The Effect of Problem Based Learning Models and Interest to Learn Physics on Students Critical Thinking Skills of Class XI Students at SMA Negeri 1 Selayar

This research is a true-experiment research using a 2x2 factorial design which aims to find the influence of the problem-based learning model and interest in learning physics on students' critical thinking skills. Sampling in this study used a simple random sampling technique to obtain a sample of 60 students in the experimental class and 60 students in the control class. This research was carried out by providing treatment in the form of a problem-based learning model on static fluid and dynamic fluid material. Data on interest in learning physics was collected using a questionnaire, while data on critical thinking skills used tests. Research data was analyzed using the Two Way Anova statistical test. The results of the first study showed that There are differences in critical thinking skills between students who are taught using the problem-based learning model and students who are taught using the discovery learning model. Second, it states that there is no interaction between the learning model and interest in learning physics on critical thinking skills. Third, stating that for high interest in learning, there are differences in critical thinking skills between students who are taught using the problem-based learning model and students who are taught using the discovery learning model. Then the results of the fourth research show that for low interest in learning, there are differences in critical thinking skills between students who are taught using the problem-based learning model and students who are taught using the discovery learning model.

The Effect of Creative Problem-Solving Model to Enhance Scientific Creativity: Study in Static Fluid Physics Learning

The purpose of this study is to ascertain how applying the Creative Problem-Solving model in physics classes affects students' scientific creativity when studying static fluids and how applying the model can improve students' scientific creativity. This study employed a quasi-experimental method, with the population of focus being 11th-grade science students at SMAN 4 South Tangerang, totaling 200 students. The sample in this study involves 78 students selected through the purposive sampling technique and divided into two groups (experimental and control), each comprising 39 students. Both groups were assessed for their skills through pretests and post-tests. The instruments used in this research consisted of 5 structured essay questions referring to three indicators of scientific creativity dimensions developed by Hu and Adey. The result of this study shows that the data generated, based on the Mann-Whitney U test, indicates a significant difference between the post-test scores of the two groups, with a Sig. Value of 0.000, which is below 0.05. The N-gain results also showed a gain of 0.56 in the experimental group and 0.43 in the control group. In conclusion, the Creative Problem-Solving model influenced students' scientific creativity, and it effectively improved students' scientific creativity. The research implications suggest that teachers should implement this teaching method to improve students' scientific creativity skills, enabling them to actively and skillfully address various complex problems in everyday life.

A scoping review with bibliometric analysis of topic fluid in science education: State of the art and future directions

The aim of this scoping review is to provide an overview of scoping reviews in the literature on the topic of fluid science education through bibliometric analysis. The data search was carried out based on the Scopus database, then limitations were carried out based on certain criteria to obtain 146 documents. Publications on this topic have increased, especially in 2019-2023*. Then the author with the most citations was published in an international journal indexed by Scopus with quartile 1. Based on visualization using VOSviewer, 4 clusters were obtained and based on research in the last 2 years, both static and dynamic fluids are often associated with teachers, senior high schools, teaching, student learning, online learning. This research is the basis for further research related to the topic of fluids in science education. For example, fluid topics are rarely studied at the university level.

The effectiveness of cooperative learning model with inquiry approach for static fluid materials at SMA Negeri 1 Kabila, Indonesia

This research aims to engender effective learning devices using a cooperative learning model with an inquiry approach for static fluid materials. Developing learning devices using a cooperative learning model with an inquiry approach generated products of a lesson plan, learning material, student worksheet, and learning outcome test. The results of validation conducted by two validators exhibited that the learning devices were valid, and each product had a percentage of 85.01-100%. The limited group test, executed to identify 15 students’ responses to the learning devices, resulted in score percentages of 98.33% for the lesson plan, 98.52% for the learning material, 99.33% for the student worksheet, and 99.33% for the learning outcome test. Overall results indicated that the learning devices were very effective for learning. The effectiveness was implied by the mean assessment scores of responses given by eleventh graders from the Science 4 class as participants as follows: 95.83% for the cooperative learning model, 99.72% for the student worksheet, 98.77% for the learning material, and 97.78% for the evaluation tool. A similar analysis performed on eleventh graders from the Science 5 class generated score percentages of 95.83% for the cooperative learning model, 96.67% for the student worksheet, 94.75% for the learning material, and 94.72% for the evaluation tool. In terms of learning outcome tests, eleventh graders from the Science 4 and 5 classess acquired N-Gains of 0.760 and 0.783 (a high category), respectively.

Rasch Model Analysis to Identify Students’ Self-Efficacy and Learning Interest and Uncover Their Influence on Student Learning Outcomes in Static Fluids

This study explores the relationship between self-efficacy, students' interest, and physics learning outcomes for students in classes XI IPA 1 and XI IPA 2 at SMA Negeri 16 Bungo. The learning outcomes are focused on the dimensions of conceptual and factual knowledge. Data on students' self-efficacy and interest were collected through a structured scale questionnaire, while data on students' learning outcomes in conceptual and factual knowledge were obtained through test instruments. The results indicate a positive correlation between students' self-efficacy, interest in learning, and physics learning outcomes. The correlation coefficient (r value) obtained is greater than the critical r value, with significance less than 0.05. Regression analysis reveals that the calculated F value is greater than the critical F value, and the calculated t value is greater than the critical t value, both with significance less than 0.05. Regression analysis also shows that self-efficacy and students' interest in learning affect physics learning outcomes by 68%, leaving 32% influenced by other factors not investigated in this study. For teachers, this research provides practical insights into the importance of developing students' self-efficacy and interest in the context of physics learning. By considering these aspects, teachers can design more effective teaching strategies to support students' optimal development in physics learning. In the theoretical framework, these findings support the concept that internal factors such as self-efficacy and interest play a crucial role in achieving good learning outcomes.

Analysis of students’ scientific reasoning ability on static fluid topics

The aim of the research was to identify the Scientific Reasoning abilities of high school students on the topic of Static Fluids. This type of research is a quantitative survey design. This survey research involved 78 class XII students at a private high school in East Java, Indonesia who had taken the material. This research uses a Scientific Reasoning Test instrument in the form of an essay with 7 questions at the HOTS level with Cronbach’s Alpha reliability of 0.77. The data was analyzed using descriptive statistics followed by classification based on the Static Fluid subtopic and level of Scientific Reasoning ability. The survey results show that the average score of students is 20.15 with a concrete operational level. The results of other studies indicate that the subtopics all at the concrete operational level. Meanwhile, if we look at the scientific reasoning indicators, it is found that the proportional reasoning indicators are the most problematic, with an average of 18.43 level 1. Scientific reasoning abilities are related to the mastery of concepts and learning experienced by students, therefore it is necessary to use learning that can explore these abilities such as Science, Technology, Engineering, Art and Mathematics (STEAM).

Ricci Vector Fields Revisited

We continue studying the σ-Ricci vector field u on a Riemannian manifold (Nm,g), which is not necessarily closed. A Riemannian manifold with Ricci operator T, a Coddazi-type tensor, is called a T-manifold. In the first result of this paper, we show that a complete and simply connected T-manifold(Nm,g), m>1, of positive scalar curvature τ, admits a closed σ-Ricci vector field u such that the vector u−∇σ is an eigenvector of T with eigenvalue τm−1, if and only if it is isometric to the m-sphere Sαm. In the second result, we show that if a compact and connected T-manifold(Nm,g), m>2, admits a σ-Ricci vector field u with σ≠0 and is an eigenvector of a rough Laplace operator with the integral of the Ricci curvature Ricu,u that has a suitable lower bound, then (Nm,g) is isometric to the m-sphere Sαm, and the converse also holds. Finally, we show that a compact and connected Riemannian manifold (Nm,g) admits a σ-Ricci vector field u with σ as a nontrivial solution of the static perfect fluid equation, and the integral of the Ricci curvature Ricu,u has a lower bound depending on a positive constant α, if and only if (Nm,g) is isometric to the m-sphere Sαm.

ASSESSMENT OF MECHANICAL RESPONSES BETWEEN TRABECULAR BONES AND POROUS SCAFFOLDS UNDER STATIC LOADING AND FLUID FLOW CONDITIONS: A MULTISCALE APPROACH

A three-dimensional porous scaffold is one of the standard and evocative approaches to create a favorable biomechanical environment in tissue engineering for tissue regeneration and repair. The architectural design parameters (e.g., pore-shape, size, distribution and interconnectivity; permeability; specific surface area; etc.) of the porous model have significant influence on their mechano-biological behavior. Along with this, interstitial fluid flow dynamics within the porous scaffold also regulate cell behavior. Therefore, von Mises stress, deformation, wall shear stress, and permeability across the model have been investigated. In this work, a multiscale approach has been applied to explore the various mechanical stimuli that control the cell mechanobiology within a scaffold and compare it to the natural bone with different porosity to identify which architectural design of the scaffold is close to the bone.

An active learning SPH method for generalized Newtonian free surface flows

This paper presents an active learning smoothed particle hydrodynamics (ALSPH) method to simulate generalized Newtonian free surface flows. First, an improved smoothed particle hydrodynamics (ISPH) method is established to obtain more reliable results for free surface flows by coupling the modified kernel gradient, the artificial viscosity, the density diffusive term, and the optimized particle shifting technique. Second, based on data and Gaussian process regression (GPR), an active learning strategy is developed to provide an effective constitutive relation. It is the first time that the ISPH method is combined with GPR to simulate generalized Newtonian free surface flows. Not only can the constitutive relation of any generalized Newtonian fluid in nature be accurately predicted, but a small amount of sampling data is also able to ensure accuracy over a wide range of the shear deformation rate. The challenging droplet impact and dam break are first modeled to validate the ISPH method. Due to the lack of an analytical constitutive relation for an arbitrary generalized Newtonian fluid in nature, the Cross model is then adopted and offers the required data to validate the ALSPH method. The results indicate that the learned constitutive relation is quite consistent with the analytical one and the simulation results match well. In addition, predictive accuracy and time consumption are proven. Furthermore, to verify the applicability of the learned constitutive relation, the jet buckling case and the jet entering the static fluid case are modeled. The good performance demonstrates the ALSPH method has a promising prospect of applications in simulating complex flows in nature.

EXPLORATION OF NOVICE STUDENTS IN PROBLEM SOLVING OF STATIC FLUID PHYSICS MATERIALS

One essential ability in physics is problem-solving ability. Problem-solving and physics are inseparable. This research aims to reveal how students solve physics problems. This research is quantitative descriptive research, namely describing students' problem-solving abilities in Static Fluid material. This research was conducted on 28 Physics education students at one of the State Universities in East Java. Data was collected through tests and in-depth interviews. The research instrument was two test items on statistical fluid problem-solving. The results show that the students' physics problem-solving abilities are still in the beginner category. Learners need to work on solving problems correctly with incomplete problem-solving aspects. The interviews showed that students' difficulties in the problem-solving process were mainly in determining the physics approach to use and bringing the physics approach to specific conditions. This analysis can help further studies of improving novice physics problem-solving abilities

Analysis of Student Mastery of Concept on Static Fluid Through the Guided Inquiry Flipped Classroom Model

This study aimed to analyze students' concept acquisition of static fluid material in the pressure sub-chapter through the Guided Inquiry Flipped Classroom (GIFC) model. This type of research is quantitative, using a one-group pretest-posttest research design. The research subjects consisted of 31 students of XI MIPA 4. The measurement instrument in this study was a concept acquisition test, which consisted of 3 essay questions. Two supervisors have guided the instruments used, and they are valid. The data analysis technique uses paired t-test analysis and effect size analysis. The results of this study indicate significant differences between the pretest and posttest by the results of the paired t-test analysis and that guided inquiry affects concept acquisition. This study implies that this guided inquiry flipped classroom effectively improves students' concept acquisition. The results of this study can be used as input for educators to use the GIFC model to improve students' concept acquisition.

Meta-Analysis: The Effect of Using a Virtual Laboratory to Improve Students' Understanding of Physics Concepts

This study aims to: (1) analyze the model/strategy/method of using virtual laboratories in learning physics, (2) analyze the effect of virtual laboratories in learning physics on increasing students' understanding of concepts. The method used in this research is meta-analysis. The collected articles totaled 20 articles published in the last 10 years in national and international journals. Data analysis was performed using predetermined instruments and effect size formulas. The results of the research are learning models/learning strategies/learning methods for using virtual laboratories in physics learning to improve students' understanding of concepts, there are 6 learning models, and 2 learning approaches. The inquiry learning model is the most widely used. static fluid material has a good effect on students' understanding of concepts. with an average effect size value of 1.81 with a high influence category.

Identifying regularities of fluid throttling of an inertial hydrodynamic installation

The article presents the results of experimental research conducted on a specially designed setup for pressurizing various types of fluids through throttle orifices. To determine the optimal operating mode of the thermal system, throttle nozzles of different diameters, specifically 1.5 mm, 2 mm, and 3 mm, were utilized. One of the primary advantages of vortex heaters is their high heat exchange efficiency. This is attributed to the vortical motions and turbulence generated within the device, which promote more vigorous fluid mixing, thus enhancing heat transfer efficiency. However, vortex heaters do have certain drawbacks. Vortical components may experience wear and require regular maintenance and replacement. Subsequently, during the course of experimental work, an alternative inertia-based hydrodynamic system for heating heat carriers was developed and installed in a laboratory experimental facility. The research focus was on technical water. The results indicated that the static pre-pressure generated by the supply of water from the water main into the system decreases as the rotor's angular velocity increases. Experimental investigations demonstrated that rotor rotation leads to a redistribution of flow characteristics in throttle orifices for both static and dynamic inertial fluid discharge. Given that any static column of liquid results in level flow through throttle orifices, their flow static parameters were established. Furthermore, the research revealed that with the increase in rotor angular velocity, the fluid pressure at the throttle orifices rises, while the share of fluid discharge from the initial static pressure decreases in the overall fluid flow

Development of Electronic Teaching Materials with the SAVI Approach to Enhance Students' Problem-Solving Skills

Students’ problem-solving skills are still considered low. Teachers can motivate students in learning by using interactive teaching materials. This study aims to analyze the feasibility of electronic teaching materials with the SAVI approach to improve students' problem-solving skills in static fluid material. The electronic teaching materials consist of lesson plans, teaching materials, student worksheets, and problem-solving tests. This study was included in research and development using the ADDIE model and tested were carried out on 19 students of class XI MIPA MA Sultan Sulaiman. Data collection used electronic teaching material validation instruments and response questionnaires. The data analysis technique was carried out in a quantitative descriptive. The results showed that: (1) the result of the validation of electronic teaching materials including lesson plans, teaching materials, worksheets, and problem-solving tests were in the valid category, and (2) student responses in terms of understanding the contents of electronic teaching materials, clarity of study instruction and information, suitability of electronic teaching material appearance, motivation, interest, curiosity, asking and responding to questions, and problem- solving have fulfilled the practical category. It is concluded that the electronic teaching materials developed with the SAVI approach are feasible to improve students' problem-solving skills on static fluid material. This teaching material can be an alternative for educators in equipping students with 21st century competencies, especially problem-solving skills.

DEVELOPMENT OF PHYSICS LEARNING TOOLS WITH GUIDED DISCOVERY MODELS ASSISTED BY INTERACTIVE SIMULATION

This research aims to develop learning tools with Guided Discovery Model Assisted by Interactive Simulation (GDM-IS) on static fluid concepts. This research uses the 4D development method to produce learning tools but only carries out 3 stages, namely Define, Design and Development. At the development stage, validation is carried out on the GDM-IS learning tools that have been developed which include RPP, Student Worksheets (LKPD), Learning Media. Limited trial using a One Shoot Case Study research design. In this design, the learning instruments that have been developed are used in one class as a sample of 38 students. Data on science process skills was taken through observation by two observers. Based on the analysis of the validation results, the assessment of the RPP, LKPD and media is in a percentage above 80% which is in the valid (good) category.

Application of Problem Based Learning to Enhance Students’ Problem Solving Ability in Static Fluid

One of the skills needed to face challenges in the 21st century is problem solving. The purpose of this study was to find out whether there was a significant difference between students' problem solving abilities before and after applying problem based learning to static fluid material. The method used in this research is a pre-experimental method with one group pretest-posttest group design. The research subject used in this study was one of the Senior High Schools in South Sulawesi, with a total of 33 students including 9 boys and 14 girls. The instrument used to collect data is a problem solving ability test instrument in the form of a description of static fluid material. The results of the descriptive analysis showed that the average score of students' problem solving abilities before the application of problem based learning was 59.81 while after the application of problem based learning was 194.15. Meanwhile, the results of the value of the paired t-test analysis, namely 0.00 <0.05 so that Ho was rejected and H1 was accepted. Thus, there is a significant difference between students' problem solving abilities before and after the application of problem based learning to static fluid material.

Analytical solution for unsteady Walters-B fluid flow by a deforming surface with acceleration using OHAM based package BVPh2.0

Current study aims at simulating fluid flow due to a deformable heated surface in an otherwise static viscoelastic fluid obeying Walters-B model. Velocity of the surface is supposed to grow as time from its initiation of motion progress. Simulations in this work are based on the assumption of quadratic surface temperature distribution. Temperature rise attributed to the frictional heating effect is accounted for in the analysis. By choosing appropriate base functions, homotopy solutions are developed for reasonably large values of material fluid parameter. Reliability of the analytical results is established by computing averaged squared residual of the system. The contributions of the surface acceleration and elasticity on the boundary layer formation are enlightened through the plots of velocity components and temperature. Skin friction measuring the stress experienced by the surface is evaluated and examined under different controlling parameters. The paper also presents a numerical solution using NDSolve of MATHEMATICA in a special case of steady flow, and such solution agrees very well with the corresponding homotopy solution.

Symmetry-breaking response of a flexible splitter plate attached to a circular cylinder in uniform flow

Static and dynamic fluid–structure interaction of a flexible plate behind a stationary cylinder in uniform flow is explored for a body-to-fluid mass ratio of 10. Steady flow-structure computations for Re = 150, based on the diameter of cylinder and free-stream speed, reveal four regimes with respect to increasing flexibility of the plate. The plate does not undergo any lateral deflection in regime 1 beyond which it undergoes a symmetry-breaking bifurcation causing it to spontaneously deflect laterally. The curvature is of the same sign along the entire length of plate in regime 2 while it changes sign along the plate in regime 3. The lateral deflection, however, is still maximum at the plate tip. The location of maximum deflection moves away from the plate tip in regime 4. The evolution of flow structures including the strength of various standing vortices, with flexibility, is studied. The role of reattachment of flow on the surface of the plate and the modification of the pressure distribution is explored. The critical Re, beyond which the splitter plate spontaneously achieves a deflected shape, decreases with increase in flexibility. It is estimated to be Re = 122.33 for the limiting case of an infinitely flexible plate. Computations for dynamic fluid–structure interaction reveal several regimes of lock-in with different natural vibration modes of the plate and related hysteresis. No lateral bias in the time-averaged deflection is found during lock-in; it occurs in the desynchronization regime that precedes the lock-in regime with second mode. For the mass ratio considered, the bias in the static and dynamic simulations start at the same flexibility.