Students Misconceptions in Physics

A superluminal quantum-vortex model of the electron and the positron is produced from a superluminal double-helix model of the photon during electron-positron pair production. The two oppositely-charged (with Q = ±e sqrt (2/α) = 16.6e) open-helix spin-½ half-photons compose the double-helix photon. These half-photons separate and curl up their separated superluminal single-helical trajectories to form an electrically-charged superluminal closed-helix spin-½ quantum-vortex electron model and a corresponding positron model. The helical radius and the Dirac equation's zitterbewegung angular frequency of the quantum vortex electron and positron models equal the helical radius and zitterbewegung angular frequency of the two spin-½ half-photons, each of energy E = mc^2 , that composed the double-helix photon model of energy E = 2mc^2 from which the electron and positron models were produced. The photon and electron models are also compatible when a photon of energy E > 2mc^2 produces a relativistic electron-positron pair. Implications of the quantum vortex electron model for electron stability are discussed.

Abstrak Salah satu yang menjadikan fisika sulit bgi siswa adalah adanya miskonsepsi. Miskonsepsi terjadi akibat ketidaksamaan antara konsep yang dimiliki siswa dengan konsep sebenarnya. Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi-miskonsepsi yang ada pada materi gaya gesek sehingga konsep yang salah dapat diremediasi. Penelitian ini adalah jenis penelitian deskripif di mana pengumpulan data dengan melakukan tes diagnostik. Hasil tes diagnostic yang dilakukan menunjukkna adanya beberapa miskonsepsi pada materi gaya gesek, di anataranya berkaitan dengan gaya-gaya yang bekerja pada benda yang diam dan bergerak. Pada konsep-konsep ini persentase kesalahan siswa dalam menjawab soal-soal tes cenderung tinggi. Kata kunci: miskonsepsi, gaya gesek. 1. PENDAHULUAN Ibrahim (2012) menyatakan bahwa miskonsepsi adalah pandangan yang berbeda dengan pandangan ahli yang sudah disepakati dan dianggap benar. Salah satu kesulitan yang dialami siswa dalam belajar fisika adalah karena ada...

Abstract
- The rate 1.0725 is found frequently between many solar planets orbital and internal distances (a constant rate)
- I suggest this rate is found because of Lorentz Contraction Phenomenon
i.e.
- There's a difference in velocities = "light velocity" between 2 motions in the solar group (even if we can't measure or notice this velocities difference)
i.e.
There's More Than One Frame In The Solar Group

This paper suggests a clear argument as following:
1. The solar group is created by light beams, but we see these light beams in different forms (as matters and distances)

2. We see the light as matter (Specifically, bright fringes produced by light coherence we see as matters, where dark fringes we see as distances)

3. We see bright fringes as matters because our mind works by light velocity (Mind Thinking Process), so the whole matter around us is found because of the human mind effect.

4. to enable us to see the sun rays, Earth has to move with light velocity relative to the sun, to create a difference in velocities = c velocity

5. So, the sun creation depends on the difference in Earth and Sun motions = c velocity.

6. That's why Lorentz contraction phenomenon is seen in the solar orbital and internal distances, specifically with the constant rate = 1.0725, (which equals 7.25%), where the sun obliquity to ecliptic (7.25 degrees).

7. means, the sun creation process contains Lorentz Phenomenon Effect on the solar orbital and internal distances (and on many other values) 
8. The Distance can be defined as "A Form Of Energy", which is proved by the moon orbit regression yearly 19 degrees (Metonic Cycle) (otherwise how distance can move?) (that supports the claim that, distances are dark fringes produced by light coherence)

This Paper Consists Of 2 Parts
1st Part    : Theory Of Matter Creation
2nd Part    : Application on the theory (the solar group creation from the light) 
 Starting From The Solar Group First Energy
 Explaining The Energy Coherence (light coherence)
 Discovering The Matter Creation
 Providing The Solar Group Motions Harmony Reasons

In the present work is presented a short bibliographical review, and are examined the ideas about refraction, that
the second year students of the Department of Elementary Education of Democritus University have before lectures. There
are several difficulties and obstacles encountered in laboratory exercises that lead to erroneous conclusions. Generally it was
observed a tendency of the students to apply rules they invent without, applying general principles. Many times their
responses appear to be correct, but on a closer examination their explanations show only a shallow understanding. The simple
experiments that are usually recommended in textbooks are a source of difficulties because of the use of the semicircle on
experiments from denser to rarer media and vice versa. The fact that an incident beam is partially reflected and partially
transmitted needs to be carefully addressed since the emerging beam from the semicircle is usually considered as a refracted
beam. As it appears through a post test given after 6 months, the laboratory teaching helps the students to develop their ideas
in some notions, but in other concepts there is not a permanent result. Finally are presented some recommendations for a
more effective teaching of the subject.

Revolusi digital telah mendorong demokratisasi dan perubahan sosial di banyak negara. Di Indonesia, Internet membantu jejaring aktivis untuk berkomunikasi dan menyebarkan informasi terkait upaya penggulingan Soeharto di akhir 1990-an. Penggunaan media sosial secara strategis untuk protes-protes kolektif, dibarengi dengan aksi-aksi riil lainnya telah menggerakkan protes global konektif dan menimbulkan gelombang perubahan, seperti Musim Semi Arab,  Occupy Wall Street, Los Indignados, Movement for Black Lives, Zapatista dan Gerakan 19 April di Nikaragua. Internet, terutama
melalui Google, Facebook, Instagram, dan Twitter juga dituding menggelar karpet merah bagi Donald Trump melenggang ke Gedung Putih, dan menjerumuskan warga Inggris dalam referendum untuk memilih keluar dari Uni Eropa (Brexit). Disinformasi politik di ranah digital, terutama melalui media sosial, dijadikan alat oleh sebagian kelompok untuk meraih suara populis di tengah lemahnya kepercayaan masyarakat terhadap kelompok elit.
Bagaimana disinformasi politik (juga misinformasi) pada era digital dikaitkan dengan politik populis? Apa tawaran solusi dari ranah jurnalisme?

Introduction

How – and why – do things move? How do we describe how they move? This chapter looks at ideas and activities concerning movement and force. It deals with two major issues: firstly, ideas children have about motion and the strategies for teaching about motion in the primary school program. This will include some discussion of the different contexts in which movement and force can be studied. Secondly, it looks at the wider context of studying movement and force, linking it with technology and science as a human endeavour.

Background to the chapter

Two of the authors (Russell and Suzanne) were involved in a longitudinal study of children’s science learning and, as part of that, have explored, through activities and interviews, ideas about movement and force and air and flight. Some of the material in this chapter relates to the insights generated from this exploration. Another specific input into the chapter comes from work that Linda has been undertaking with her science teacher education students around literacy and unit design based on the Primary Connections 5E framework. Other activities, in particular the unit sequence, derive from work that Suzanne conducted with her own years 3 to 4 class. Some of the wheels and language activities are based on the ideas of Tom Radford, who was an earlier contributor to this chapter.

Alhamdulillah dengan Rahmat dan Hidayah dari Allah swt telah
selesai penyusunan buku Fisika Kuantum edisi pertama pada tahun
2012. Penyusunan buku ini salah satu tujuannya adalah untuk
mengatasi kekurangan buku teks Fisika Kuantum berbahasa Indonesia.
Tujuan lain agar mahasiswa yang mengikuti mata kuliah Fisika
Kuantum memiliki pengetahuan dan pemahaman yang sama tentang
konsep-konsep kuantum. Dengan gaya pembahasan yang mendetail dan
sistematis, diharapkan mahasiswa dengan mudah dapat mengikuti
uraian konsep-konsep kuantum yang dipaparkan dalam buku ini.
Isi buku Fisika Kuantum ini mencakup; keterbatasan mekanika
klasik, fenomena kuantum, persamaan Schrodinger, aljabar operator
dan prinsip simetris bola. Secara khusus buku ini diperuntukkan bagi
mahasiswa Jurusan Fisika dan atau Jurusan Pendidikan Fisika semester
V dan sedang mengambil mata kuliah Fisika Kuantum. Buku ini juga
dapat digunakan oleh mahasiswa teknik elektron yang mengambil mata
kuliah pengantar elektronika digital. Untuk kemudahan memahami
konsep-konsep kuantum yang diuraikan dalam buku ini, diharapkan
mahasiswa atau pengguna lainnya telah mempelajari buku Fisika
Modern.
Saran dan ide dari teman sejawat dan staf lainnya juga telah
mewarnai isi buku ini. Kepada Drs.Suwarno, M.Si sebagai anggota
team mata kuliah dan juga sebagai ketua jurusan Pendidikan Fisika
yang telah memberi banyak masukan, kami ucapkan banyak terima
kasih. Kepada pengguna atau pembaca buku ini, penulis mengharapkan
dapat memberikan kritikan yang bersifat membangun guna
kesempurnaan isi buku ini dimasa yang datang. Semoga semua
kebaikan dari para pembaca mendapat balasan yang setimpal.

Action Research Journal- Physics concepts underpin much higher level technical knowledge and therefore are crucial to success in many technical disciplines. However, understanding in physics concepts are quite prevalent among secondary school students. Students do not have deep understanding especially on topic Electricity. Therefore, it is important to identify and implement the most effective teaching and learning methods that can increase understanding of electricity concept . The aim of this study was to identify the significant difference of students achievement in topic electricity . The study used a experimental design method with a pre-post test. The samples were one groups of form five students from a SMK Clifford in Pahang consisting of 24 students for the experimental group respectively. The experimental group was taught physics with concept maps being one of the teaching and learning tools. Data were gathered on their learning achievements in physics test on topic electricity. It was found that the value of significant difference of mean for pre and post test is 8.33.

Paper hypothesis no. (1) 
- The Solar System Be Created Based On One Geometrical Design
Paper hypothesis no. (2) 
- The Solar Planets And Their Distances Be Created Out Of One Light Beam
Paper hypothesis no. (3) 
- This Light Beam Travels With A Velocity 1.16 Million Km Per Second
Paper hypotheses Explanation 
- Hypothesis no. (1)
- The hypothesis tells, the solar system be created based on one geometrical design, means, the planets dimensions and data be defined by one equation and can be concluded based on one another – this fact the paper proves clearly –
- The paper provides 4 equations which can be considered as a discovery, by them we can conclude the planets fact sheet theoretically without observation, let's prove that by introducing the first equation of them
- d2= 4d0 (d- d0) where (d =planet orbital distance) and (d0 = previous planet orb. dis.)
- The equation tells, the distance from the sun to Pluto be distributed geometrically in order regardless the planets data – neither their masses nor their diameters – simply the distance be distributed geometrically regardless planets data –
- (The paper tests and proves the equation) -  let's provide the 2nd equation
- (d1/d2) = (v2/v1)2 where (d = planet orbital distance) and (v= planet velocity),
- The equation doesn't use the planets order as the first one –
- The 4 equations tells one clear information which is
- If we know (Mercury orbital distance =57.9 mkm), By use these 4 equations, we can conclude theoretically all planets orbital distances, periods, velocities,  their diameters, rotation periods, masses, orbital inclinations and axial tilts. This data we conclude theoretically without observation by these 4 equations 
- The next question should be Why? hypothesis no. (2) answers -Because,

- The Solar Planets And Their Distances Be Created Out Of One Light Beam.
- This is similar to Young Experiment (the double slits experiment), the sun rays produces bright fringes and dark fringes (One Design) (If we accept that, we have to suppose the bright fringes be seen by us as matters and the dark as space) 
- The paper proves this fact also, by analysis of  Lorentz length contraction effect and tries to answer the question (Why does Particle length be contracted by its high velocity motion?)
- But, the complexity isn't finished
- The light beam based on which the solar planets and their distances be created, this light beam travels with a velocity 1.16 million km per second!!
- And how to prove this fact? and from where we know this number 1.16 mkm/s??
- From planets velocities  where
- Mercury (47.4 km/s) moves during 6.8 hours a distance = 1.16 million km
- Uranus (6.8 km/s) moves during 47.4 hours a distance  = 1.16 million km
- Earth (29.8 km/s) moves during 5.4 x 2 hours a distance = 1.16 million km
- Neptune (5.4 km/s) moves during 29.8 x 2 hours a distance = 1.16 million km
- Shortly
- The planets velocities be created complementary one another based on this velocity 1.16 million km per second – because of that – I know this velocity
- This is a strong reference (and can't be a proof) but it tells, the solar system design takes into consideration the distance 1.16 million km.

Paper objective
- The paper tries to create a revolution in physics because it supposes the solar system be created based on one design, and this design be found by light motion effect on planet motion where matter and space together be created out of one light beam, and also the paper argues about the light velocity 1.16 million km per second as another real velocity of light.
- Based on what this revolution should depend? Based on the moon orbit
- Because
- The moon daily displacement be = 88000 km and during 29.53 days (the moon day) the displacements total be = 2.5986 mkm, if this is the moon apogee circumference – the apogee radius should be 413600 km – not only – but because the moon daily displacement be 88000 km (so long) the moon would be prisoner in the orbit with radius (413600 km) and can't revolve around the Earth through any more near orbits
- The facts contradicts the data, because the moon apogee radius =406000 km and the moon revolves around the Earth through more near orbits and can reach to the perigee radius (363000 km) and how can we explain the data??

- I have discovered that, the intelligent moon creates an angle (θ) between its motion and its orbit horizontal level – by that – the real displacement (L) through the orbit be less than 88000 km because it be (L = 88000 cos (θ)) now the moon can change the angle (θ) and decreases the real displacement (L) as required which enable the moon to revolve around Earth through more near orbits
- The angle (θ) is an intelligent idea and based on it the moon motion equation be formed and the paper tests it (Point No.5-10)
- The next question should be (why the apogee radius be 406000 km specifically?) if the intelligent moon has this technique to decrease its real displacement (L) why not the apogee radius be shorter than (406000 km)? or why not the perigee radius not be more near than (363000 km)?
- This question answer creates the paper objective, because the apogee radius be only 406000 km by an effect of Uranus motion on the moon motion – the idea tells Uranus motion effects on the moon motion and causes it to moves Metonic Cycle (19 years), more questions be born in the way… why the moon moves Metonic Cycle? If The Earth doesn't, that means, another planet must effect on the moon motion and causes this Cycle (Metonic Cycle 19 years)….
- Uranus orbital distance = 19.2 Earth orbital distance, means, if the 2 planets velocities be equal, while Uranus revolves around the sun one revolution the Earth revolves 19 revolutions (19 years) and Metonic Cycle (19 years), Can this data be a proof for the claim? Not but it creates a reference can help   
- Now we have a great rock in the way, because, the gravitation equation prevents us- 
- We have searched deeply to know if really Uranus motion can effect on the moon motion and how the moon apogee radius be decreased from 413600 km to 406000 km- but more searching creates more difficulties – because
- The planet which effect directly on the moon apogee radius 406000 km is Pluto motion and not Uranus. And we have discovered that Uranus motion must effect also on Pluto motion (that's why Pluto day is so long relative to the outer planets) - but – Pluto has no hope to effect on the moon for mass and distance – although – Pluto data be used in the process perfectly (as we will see)
- Before this dilemma, the only solution be that     

- The Solar System be created based on one design and works as a machine of gears each planet be a gear in it – means- the solar group is similar to one creature body and the planets are members in it – by that – each planet role be defined based on its position in the general design and for that reason while the effect on the moon orbit is Uranus motion effect but this effect be transported by Pluto motion basically
- Then more searching be done to discover this One Design based on which the solar system be created. and
- The searching process showed that the one design depends on One Light, and we have to conclude that matter and space both are created out of the same one light beam   
- Followers for the data results, we have to examine the light beam nature based on which the one design be created based on which the solar planets and their distances be created – and the fact be discovered is that
- This light beam travels with velocity 1.16 million km per second – and this is the original light beam based on which the solar planets and their distances be created.
- The light known velocity (300000 km/s) be created later, as we should discuss in the paper, which proves that the sun be created after all planets creations and motion. (In fact the sun be created depending on the planets motions) disproving  decisively Newton theory of the sun gravity as the planets motions reason     
Paper point on discussion
- We discuss the moon orbit apogee radius decreasing process as a proof for the claim (the solar system be created based on one geometrical design) and the paper analyzes this design to prove it depends on one light and to prove this light beam velocity must be 1.16 million km per second
Notice
- The Moon Orbit Apogee Radius Analysis Be Summarized In Point No. (5-2).
This summary needed a modification for the paper pages numbers. 
Gerges Francis Tawdrous +201022532292
Physics Department-  Physics & Mathematics  Faculty 
Curriculum Vitae http://vixra.org/abs/1902.0044
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Current research shows that the gap between scientific knowledge and everyday knowledge may impede students' learning of science. The present study aims at investigating the terms denoting the concepts of SPEED and VELOCITY in Arabic and English in terms of meaning, prototypicality, conceptual metaphor and conceptual metonymy based on Lakoff's (1987) idealized cognitive models (ICMs). The data for analysis was extracted from Arabic and English dictionaries as well as corpora. The results show that Arabic ‫ة‬ َ ‫ع‬ ‫ُرْ‬ ‫س‬ (speed) and English speed overlap and contrast in terms of meaning extension and its motivation, and overlap in prototype, SCALE. The dominance of SCALE in conceptualizing the terms may cause both Arabic and English speakers to confuse speed and velocity if they are not alerted to the difference between their prior knowledge and scientific meanings of the terms. These results have important implications for research in linguistics and science education.

This study aimed to determine prevalent or dominant misconceptions on force and gravity among high school students. A survey instrument consisting of 12 qualitative questions requiring both answers and written explanations was used to gather students’ ideas and beliefs in situations involving force and gravity. Furthermore, it examined whether the proportion of students having misconceptions per question are correlated with gender and the type of school Physics background. The results show that the respondents have misconceptions that are similar to the misconceptions found in previous research. The number of misconceptions and the proportion of students having misconceptions per question are not correlated with gender. They are, however, correlated with the amount of Physics instruction. Both the number of misconceptions and the proportion of students having misconceptions diminish as the school Physics background progresses from Middle School Science to High School Physical Science, and finally to High School Physics.

The purpose of this study is to find out the
effects of bridging analogies on students' misconceptions
in gravity and inertia. Mechanics Diagnostic Test
developed by the researchers was applied twice as a pretest
and a posttest to the 67, 9th grade students in a nearby high
school. In the period between the pretest and the posttest
gravity and inertia were instructed to the students by using
bridging analogies.
The findings of the pretest have shown that the
students actuaIly have misconceptions about gravity and
inertia. By comparing the results of the pretest and the
posttest, it is seen that these misconceptions can be
remediated by using bridging analogies.

Η παρούσα εργασία μελετά τη συμβολή μιας διδακτικής παρέμβασης με τη χρήση δύο εφαρμογών ειδικά σχεδιασμένων στη γλώσσα οπτικού προγραμματισμού Scratch 3.0 για έξυπνες φορητές συσκευές αναφορικά με τις αντιλήψεις των μικρών παιδιών για τη λειτουργία του απλού ηλεκτρικού κυκλώματος. Δείγμα της έρευνας αποτέλεσαν 34 παιδιά νηπιαγωγείου, τα οποία χωρίστηκαν σε δύο ομάδες. Η πειραματική ομάδα διδάχθηκε με τη χρήση έξυπνων φορητών συσκευών, ενώ η ομάδα ελέγχου διδάχθηκε με τη χρήση συμβατικών υλικών. Ερευνητικά εργαλεία της εργασίας απετέλεσαν η ημι-δομημένη συνέντευξη και το ιχνογράφημα. Από την ανάλυση των δεδομένων της έρευνας προέκυψε ότι τόσο η διδασκαλία με τη χρήση έξυπνων φορητών συσκευών, όσο και η διδασκαλία με τη χρήση απτών υλικών είχαν θετική επίδραση στην κατεύθυνση της αποσταθεροποίησης των αρχικών αντιλήψεων των παιδιών σχετικά με τη λειτουργία του απλού ηλεκτρικού κυκλώματος. Η αποτελεσματικότητα της χρήσης των έξυπνων φορητών συσκευών ήταν ιδιαίτερα εμφανής στις απαντήσεις, που αφορούσαν τον αριθμό των σημείων και τις θέσεις εντοπισμού του ηλεκτρικού ρεύματος εντός του ηλεκτρικού κυκλώματος. Τέλος, η δυνατότητα παρουσίασης δυναμικών αναπαραστάσεων, που διαθέτουν οι έξυπνες φορητές συσκευές, βοήθησε τα παιδιά στην κατανόηση μίας αφηρημένης έννοιας, όπως ο ηλεκτρισμός.

This study attempts to validate concept mapping as a tool for assessing conceptual understanding in secondary school physics among student teachers. It does so by finding the correlation between scores obtained in a test consisting of concept maps and scores obtained in a test consisting of true and false statements. Keeping the concept map structure prepared by the researchers intact, some of the concept words and linking words are omitted. Participants fill in these blanks by selecting them from a given set of concept words and linking words that include distracters. Comparison of the discriminating powers of various items in the two tools is done to find out which among the two tools projects the lack of conceptual understanding better. The paper discusses the feedback obtained from participants regarding their experience with concept maps as an evaluation tool. It gives an account of the use of concept maps as assessment tools which teachers and teacher educators will find useful.

This paper is going to analyse errors and misconceptions in an undergraduate course in Calculus. The study will be based on a group of 10 BEd. Mathematics students at Great Zimbabwe University. Data is gathered through use of two exercises on Calculus 1&2.The analysis of the results from the tests showed that a majority of the errors were due to knowledge gaps in basic algebra. We also noted that errors and misconceptions in calculus were related to learners' lack of advanced mathematical thinking since concepts in calculus are intertwined. Also in this study we highlight some common errors/ mistakes which can be done by lecturers during the teaching process.Students studying calculus often make the same mistakes and similarly lecturers teaching calculus have patterns of mistakes. This paper is derived from practical situations hence it is open to updating and can be adapted by other calculus teachers in different setups.

Students' Misconceptions on Negative Velocity and Negative Acceleration: Basis for Enhanced Lesson Package is a study that used mixed method approach. It is an approach using sequential exploratory design in collecting qualitative and quantitative data from two phases of the study. The sequential design was adopted to allow the researchers to explore participants' misconceptions on negative velocity and negative acceleration with the intent of using this information to develop an enhanced lesson package that will be validated by Physics educators. The target population of this study were the Grade 7 students to answer the test and the Physics teachers to evaluate the Enhanced Lesson Package in terms of its content quality, technical quality, and instructional quality. The respondents were

This paper presents the use of case analysis in teaching circular motion. The teaching sequence was developed based on the alternative conceptions found during the diagnostic phase of this study. It was implemented to twenty-six (26) students in their second year at the university taking up a program in Bachelor in Secondary Education-Physical Science and enrolled in a course in mechanics. Results revealed that the teaching sequence was helpful in correcting alternative conceptions and in increasing conceptual understanding. Inconsistencies in the conceptions were also minimized.

This paper focuses on young children’s scientific preconceptions and discusses teachers’ identification of these preconceptions when teaching science in the early years, on which research is still limited. This paper is based on the theoretical framework of constructivism and it defines preconceptions as children’s erroneous concepts prior to formal education. A two phase case study approach was employed, facilitating in-depth investigation though the use of questionnaires, interviews and observations. The results indicate that the teachers did not dedicate time to identify children’s preconceptions when planning and teaching science, even when acknowledging preconceptions’ possible existence. This indicates a possible lack of appreciation of the importance of children’s preconceptions of the consequences when ignoring them. The results also indicate the need for further training and professional development in relation to the teaching of early-years science, especially since only a very small percentage of early years teachers tend to study science during their years compulsory education. A number of suggestions are also provided for practice and policy that can be useful for other subjects as well.

In this paper we examine the views of pupils of elementary school and students of the pedagogical department regarding the pinhole camera and lenses. The methodology followed was tests and laboratory exercises. The teaching of the pinhole camera did not pose particular difficulties, as was the teaching of real images in terms of lenses. Difficulties arise in understanding lens coverage and fantasy image
The program about lenses is downloadable from http://kyriakosxolio.gr/lenses%20fermat's%20principle/lenses.exe
An Excel file with macros which  shows similar applications is


http://www.kyriakosxolio.gr/PROGRAM%20LENSES/spherical%20and%20huygens%20%20LENS%20WITH%20FORMS%20AND%20MACROS.xlsm

In this paper we examine the views of pupils of elementary school and students of the pedagogical department regarding the pinhole camera and lenses. The methodology followed was tests and laboratory exercises. The teaching of the pinhole camera did not pose particular difficulties, as was the teaching of real images in terms of lenses. Difficulties arise in understanding lens coverage and fantasy images

for their comments and suggestions, especially to Jason, who also patiently edited my manuscript; Friends, who provided encouragement and joyful company; and Most of all, my family-Sam, for the love, and assistance in putting together my data; my kids Schuyler James and Shirlene Joyce, for the inspiration which kept me going during those tough times; and, my parents and sisters, for the words of encouragement amidst the distance that separate us. iii TABLE OF CONTENTS Acknowledgements ………………………………………………………………….

This paper addresses some factors which will make students confused in class when they are learning the definition of the average velocity. I will also explain how to use suitable examples to help students understand the concepts of average velocity.

Abstrak Salah satu yang menjadikan fisika sulit bgi siswa adalah adanya miskonsepsi. Miskonsepsi terjadi akibat ketidaksamaan antara konsep yang dimiliki siswa dengan konsep sebenarnya. Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi-miskonsepsi yang ada pada materi gaya gesek sehingga konsep yang salah dapat diremediasi. Penelitian ini adalah jenis penelitian deskripif di mana pengumpulan data dengan melakukan tes diagnostik. Hasil tes diagnostic yang dilakukan menunjukkna adanya beberapa miskonsepsi pada materi gaya gesek, di anataranya berkaitan dengan gaya-gaya yang bekerja pada benda yang diam dan bergerak. Pada konsep-konsep ini persentase kesalahan siswa dalam menjawab soal-soal tes cenderung tinggi. Kata kunci: miskonsepsi, gaya gesek. 1. PENDAHULUAN Ibrahim (2012) menyatakan bahwa miskonsepsi adalah pandangan yang berbeda dengan pandangan ahli yang sudah disepakati dan dianggap benar. Salah satu kesulitan yang dialami siswa dalam belajar fisika adalah karena ada...

Abstrak Salah satu yang menjadikan fisika sulit bgi siswa adalah adanya miskonsepsi. Miskonsepsi terjadi akibat ketidaksamaan antara konsep yang dimiliki siswa dengan konsep sebenarnya. Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi-miskonsepsi yang ada pada materi gaya gesek sehingga konsep yang salah dapat diremediasi. Penelitian ini adalah jenis penelitian deskripif di mana pengumpulan data dengan melakukan tes diagnostik. Hasil tes diagnostic yang dilakukan menunjukkna adanya beberapa miskonsepsi pada materi gaya gesek, di anataranya berkaitan dengan gaya-gaya yang bekerja pada benda yang diam dan bergerak. Pada konsep-konsep ini persentase kesalahan siswa dalam menjawab soal-soal tes cenderung tinggi. Kata kunci: miskonsepsi, gaya gesek. 1. PENDAHULUAN Ibrahim (2012) menyatakan bahwa miskonsepsi adalah pandangan yang berbeda dengan pandangan ahli yang sudah disepakati dan dianggap benar. Salah satu kesulitan yang dialami siswa dalam belajar fisika adalah karena ada...

Paper hypothesis: 
Planet day period is defined depends on other planets motions

Paper objective: 
The paper discuss if this fact supports the hypothesis (Planet Motion Depends On Light Motion)
Paper contents 
1- Planet Velocity And Diameter Relationship
2- Planet Day Period Definition
3- The Moon Day Period Discussion


Gerges Francis Tawdrous +201022532292

The purpose of this study was to investigate the effectiveness of cognitive conflict based physics instruction over traditionally designed physics instruction on preservice primary school teachers at grade 2. The subjects were 82 (27 boys, 55 girls) second grade pre-service teachers in two classes. One of the classes (42 students) was randomly assigned as experimental and the other class (40 students) assigned as control group. Both groups were taught by the same instructor. While the experimental group received cognitive conflict based physics instruction, control group were taught by traditionally designed physics instruction. The data were obtained through Thermal Concept Evaluation test (TCE). Prior to instruction, students in both groups were pre-tested by TCE in order to determine their initial understanding of heat and temperature at the beginning of instruction. The same tests were applied as posttest after the instruction. Independent samples t-test on pre-test scores showed that there was no statistical significant difference between experimental and control group at the beginning of the instruction in terms of understanding of heat and temperature concepts. ANCOVA results showed that mean scores on the post-TCE of students in experimental group were significantly higher than those of the control group. While interaction between gender difference and treatment made a significant contribution to the variation in achievement, gender difference did not.

ABSTRACT We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists of two connected elements: a model and a domain of validity (or DoV). Foregrounding the notion of DoV for given models allows us to reconceptualise and diagnose many problematic preconceptions as examples of an oversized DoV. Mapping the different elements of knowledge – both the model and its domain of validity – allows teachers to pinpoint precisely the cognitive conflict that students need to confront in a conceptual change approach to teaching. We highlight the instructional implications related to these scientific learning difficulties and conclude by proposing particular teaching strategies based on this new framework, emphasising the domains of validity of particular scientific models.

The research aims to develop and to assess alternative conceptions of second year’s Sundanese scholars on light wave with Multitier Open-ended Light Wave Instrument (MOLWI). The research method has been utilized by the 3D+1I model (Defining, Designing, Developing and Implementing). Participants who involved in this research are 26 of second year’s scholars (11 male students, namely “ Ujang ” and 15 female students, namely “ Eneng ”, the average age of them are about 17 years of Sundanese-tribe). The MOLWI consist of 15 questions which has been already analysed by Rasch analysis. Students' conceptions have ever been categorized regarding to the six categories, that are; Sound Understanding (SU), Partial Positive (PP), Partial Negative (PN), Misconception (MC), No Understanding (NU), and No Coding (NC). The research results show that the PN category has the highest percentage about 86 percent in the number six. The lowest category is the NC category about four percent in the number of 3, 5, 7 and 13. While Rasch analysis explains the Sundanese-scholars only answer confidently on easy questions and not misconceptions.

We use force concept inventory (FCI) data to probe the consistency of commonsense physics as a knowledge system. The source of this data is the administration of the FCI to first-year science university students. Data quality was checked using item response theory and studying answer distributions for each question. We find apparently paradoxical results: depending on how the data is analysed, answers seem highly systematic or almost random-like. These results are compatible with others found in the literature and can be construed as arising either from a coherent knowledge system or from knowledge in pieces. We hypothesise as a possible source of this apparent contradiction that predictions and explanations use different resources: the former would use reflex, low-cost cognitive resources while the latter would involve conceptualisations. We show that the articulation of both resources may be crucial for expert thinking productivity (the ability to apply a theory to novel situations). We sketch some consequences of the proposed structure of commonsense thinking for teaching and further research.

Menstruation is a natural process which occurs in a healthy female's body. It starts around the age of 11 and continues for almost three decades. Beginning of the menstrual cycle brings in physiological change in the life of the adolescent girls. However, in India majority of the adolescent girls are ignorant of these changes and lack scientific knowledge of menstruation. This is because this topic is shrouded in secrecy. The objective of the study was to assess the understanding of the adolescent girls about the menstrual cycle and the myths and misconception they have about it. The present study is based on analysis of primary data. A structured questionnaire was prepared and administered on adolescent girls of schools of Delhi Government. The study focussed on various aspects related to menstruation. Based on the findings, proposed role of social worker has been explored to address the issue of prevailing myths, taboos and misconceptions. Also recommendations have been made to improve knowledge of girls on the subject, so that their education is not affected and they are able to avail all the opportunities for their better future.

The research aims to develop and to assess alternative conceptions of second year’s Sundanese scholars on light wave with Multitier Open-ended Light Wave Instrument (MOLWI). The research method has been utilized by the 3D+1I model (Defining, Designing, Developing and Implementing). Participants who involved in this research are 26 of second year’s scholars (11 male students, namely “Ujang” and 15 female students, namely “Eneng”, the average age of them are about 17 years of Sundanese-tribe). The MOLWI consist of 15 questions which has been already analysed by Rasch analysis. Students' conceptions have ever been categorized regarding to the six categories, that are; Sound Understanding (SU), Partial Positive (PP), Partial Negative (PN), Misconception (MC), No Understanding (NU), and No Coding (NC). The research results show that the PN category has the highest percentage about 86 percent in the number six. The lowest category is the NC category about four percent in the number of 3, 5, 7 and 13. While Rasch analysis explains the Sundanese-scholars only answer confidently on easy questions and not misconceptions.

In this paper are presented and analyzed the views as well as the difficulties faced by the students of the Department of Elementary Education. of the DUTH for reflection of light. It also examines factors that prevent students from changing their intuitive views about plane mirrors, something that is not the case with curved mirrors.

Why does Earth rotate 4-years Cycle (1461 days)? Because there's an interaction and coherence between Earth, Moon and Mars Motions, this interaction causes this 4-years Cycle This paper tries to prove this fact, and explains its mechanism. Also we discuss here the "Distance" and "Time" Definitions, explaining how to distinguish between the matter and space.