Subscribe to the gold package and get unlimited access to Shamra Academy
Register a new userAbout the Teaching of Plane Motion of Rigid Bodies
67
0
0.0
(
0
)
Added by
Yeinzon Rodriguez Garcia
Publication date
2020
fields
Physics
and research's language is
English
Ask ChatGPT about the research
No Arabic abstract
The study of the motion of a rigid body on a plane (RBP motion) is usually one of the most challenging topics that students face in introductory physics courses. In this paper, we discuss a couple of problems which are typically used in basic physics courses, in order to highlight some aspects related to RBP motion which are not usually well understood by physics students. The first problem is a pendulum composed of a rod and disk. The angular frequency of the pendulum is calculated in two situations: disk fixed to the rod and disk free to spin. A detailed explanation of the change in the angular frequency from one case to another is given. The second problem is a ladder which slides touching a frictionless surface. We use this problem to highlight the fact that the contact forces applied by the surface perform translational and rotational work despite that the total mechanical energy of the ladder is conserved.
rate research
Read More
The Principle of Least Action (PLA) in Optics can be confusing to students, in part due to the Calculus of Variations, but also because of the subtleties of the actual principle. To address this problem, three simulations of the PLA are presented so students can learn the Action Principle in an experiential and interactive manner. Simulations such as MITs OpenRelativity and PhETs Quantum Mechanics have become a popular pedagogical tool to demystify abstract physical phenomena. This paper aims to help undergraduate students understand the Action Principle by introducing three numerical simulations: light reflecting in equal angles, light refracting in different mediums, and light moving between two points in the least time. The interactive simulations discussed in this paper are available here.
A bouncing rubber ball under a motion sensor is a classic of introductory physics labs. It is often used to measure the acceleration due to gravity, and can also demonstrate conservation of energy. By observing that the ball rises to a lower height upon each bounce, posing the question what is the main source of energy loss? and requiring students to construct their own measured values for velocity from position data, a rich lab experience can be created that results in good student discussions of proper analysis of data, and implementation of models. The payoff is student understanding that seemingly small differences in definitions can lead to very different conclusions.
This work analyzes the difficulties in learning and teaching Einsteins theory of special relativity. An extensive bibliographic review has been performed, considering articles published in the most relevant journals on science education, which were selected taking into account the following impact factors: JCR, SJR, IN-RECS and ICDS. The typical thinking of students and teachers is discussed pointing out that, occasionally, it does not befit the proper scientific perspective. Different educational proposals are examined and particular didactic implications are inferred. The conclusions of this inquiry constitute the basis of a proposal that relies on a Minkowskian geometrical formulation for teaching special relativity in upper secondary education.
Within the framework of Lagrangian mechanics, the conservativeness of the hydrostatic forces acting on a floating rigid body is proved. The representation of the associated hydrostatic potential is explicitly worked out. The invariance of the resulting Lagrangian with respect surge, sway and yaw motions is used in connection with the Routh procedure in order to convert the original dynamical problem into a reduced one, in three independent variables. This allows to put on rational grounds the study of hydrostatic equilibrium, introducing the concept of pseudo--stability, meant as stability with respect to the reduced problem. The small oscillations of the system around a pseudo-stable equilibrium configuration are discussed.
A set of virtual experiments were designed to use with introductory physics I (analytical and general) class, which covers kinematics, Newton laws, energy, momentum, and rotational dynamics. Virtual experiments were based on video analysis and simulations. Only open educational resources (OER) were used for experiments. Virtual experiments were designed to simulate in-person physical laboratory experiments. All the calculations and data analysis (analytical and graphical) were done with Microsoft excel. Formatted excel tables were given to students and step by step calculations with excel were done during the class. Specific emphasis was given to student learning outcomes such as understand, apply, analyze and evaluate. Student learning outcomes were studied with detailed lab reports per each experiment and end of the semester written exam (which based on experiments). Lab class was fully web-enhanced and managed by using a Learning management system (LMS). Every lab class was recorded and added to the LMS. Virtual labs were done by using live video conference technology and labs were tested with the both synchronous and asynchronous type of remote teaching methods.
Log in to be able to interact and post comments
comments
Fetching comments
Sign in to be able to follow your search criteria
