Статті в журналах: "Physics"

1

Smith, Cyril W. "Physicks and Physics." Journal of Alternative and Complementary Medicine 5, no. 2 (April 1999): 191–93. http://dx.doi.org/10.1089/acm.1999.5.191.

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2

Commissariat, Tushna. "From physica to physics." Physics World 31, no. 3 (March 2018): 47. http://dx.doi.org/10.1088/2058-7058/31/3/35.

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3

Arabatzis, Theodore. "How Physica Became Physics." Science & Education 27, no. 1-2 (December 5, 2017): 211–18. http://dx.doi.org/10.1007/s11191-017-9946-7.

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4

Sytsma, David S. "Calvin, Daneau, and Physica Mosaica." Church History and Religious Culture 95, no. 4 (2015): 457–76. http://dx.doi.org/10.1163/18712428-09504005.

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This essay argues that there are overlooked lines of continuity between Jean Calvin (1509–1564) and the Mosaic physics of Lambert Daneau (ca. 1530–1595). Specifically, the essay demonstrates lines of continuity between Calvin and Daneau on the value and errors of natural philosophy, their relation to the patristic hexaemeral literature, and their understanding of Mosaic accommodation. The evidence produced challenges prevailing scholarship which views Daneau’s Physica Christiana as a radical departure from Calvin’s thought or associates Calvin’s accommodation doctrine with Copernicanism alone. Sources used include multiple editions of Calvin’s Institutio, Calvin’s commentaries, Daneau’s Physica Christiana (1576) and Physices christianae pars altera (1580), Johann Heinrich Alsted’s Physica Harmonica, Jacob van Lansbergen’s Apologia (1633), and post-Reformation commentaries on Genesis by Franciscus Junius, David Pareus, and Johann Piscator.

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5

Kim, Hong-Jeong, and Sungmin Im. "Pre-service Physics Teachers’ Beliefs about Learning Physics and Their Learning Achievement in Physics." Asia-Pacific Science Education 7, no. 2 (December 9, 2021): 500–521. http://dx.doi.org/10.1163/23641177-bja10038.

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Abstract This study investigates pre-service teachers’ beliefs about learning physics and explores how beliefs correlate with learning achievement as evidenced by conceptual understanding and grades in a year-long physics course. To investigate beliefs about learning physics, 14 second-year pre-service teachers in a teacher training program in South Korea completed a Likert-style questionnaire called the Beliefs About Learning Physics Survey (BAPS). To measure learning achievement, final grades for the physic course were obtained and the Force Concept Inventory (FCI) was used to assess conceptual understanding. Analysis revealed that pre-service physics teachers’ beliefs about learning physics had a positive correlation with conceptual understanding but not with motivational beliefs. Students’ grades in physics had a positive correlation with cognitive beliefs, regardless of changes in pre- and post-test responses. Implications about how to utilize pre-service physics teachers’ beliefs about learning physics as an epistemological resource for teaching and learning physics are discussed.

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6

Warner, Benjamin. "PhysiCL: An OpenCL-Accelerated Python Physics Simulator." Journal of Undergraduate Reports in Physics 31, no. 1 (January 2021): 100012. http://dx.doi.org/10.1063/10.0006351.

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7

Ross, S. M., and J. P. R. Bolton. "Physica: A Computer Environment for Physics Problem-Solving." Interactive Learning Environments 10, no. 2 (August 2002): 157–75. http://dx.doi.org/10.1076/ilee.10.2.157.7445.

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8

Hofmann, Tobias, Jacob Hamar, Marcel Rogge, Christoph Zoerr, Simon Erhard, and Jan Philipp Schmidt. "Physics-Informed Neural Networks for State of Health Estimation in Lithium-Ion Batteries." Journal of The Electrochemical Society 170, no. 9 (September 1, 2023): 090524. http://dx.doi.org/10.1149/1945-7111/acf0ef.

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One of the most challenging tasks of modern battery management systems is the accurate state of health estimation. While physico-chemical models are accurate, they have high computational cost. Neural networks lack physical interpretability but are efficient. Physics-informed neural networks tackle the aforementioned shortcomings by combining the efficiency of neural networks with the accuracy of physico-chemical models. A physics-informed neural network is developed and evaluated against three different datasets: A pseudo-two-dimensional Newman model generates data at various state of health points. This dataset is fused with experimental data from laboratory measurements and vehicle field data to train a neural network in which it exploits correlation from internal modeled states to the measurable state of health. The resulting physics-informed neural network performs best with the synthetic dataset and achieves a root mean squared error below 2% at estimating the state of health. The root mean squared error stays within 3% for laboratory test data, with the lowest error observed for constant current discharge samples. The physics-informed neural network outperforms several other purely data-driven methods and proves its advantage. The inclusion of physico-chemical information from simulation increases accuracy and further enables broader application ranges.

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9

Anisa, Latifatu, Nyoto Suseno, and M. Barkah Salim. "PERAN LABORATORIUM PENDIDIKAN FISIKA UNIVERSITAS MUHAMMADIYAH METRO DALAM PENYELENGGARAAN PENELITIAN." JURNAL FIRNAS 3, no. 1 (May 27, 2022): 1–8. http://dx.doi.org/10.24127/firnas.v3i1.3408.

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Abstract: Pure experimental research in the UM Metro Physics Education study program is very minimal, therefore the role of the Physics Education Laboratory is needed in helping students or lecturers.The goal of this study to exsplore the role and constraints of the Laboratory of Physics Education of Muhammadiyah University of Metro for conducting research. This is a qualitative descriptive research, using interview, observation and questionnaire method. The sources of data are laboratory users, laboratory managers, and laboratory assistants. The analysis of data using qualitative by doing source triangulation and method triangulation. The result found that (1) Laboratory of Physic Education was 78% with good role playing categorie, its role is to provide laboratory facilities, measuring instruments and tools and materials.(2) Constraints faced are in physical facilities 23.68% with little constraint. The recomendation of this reseach,(1) Laboratory of Physic Education of Muhammadiyah University Of Metro to improve laboratory facilities even better. (2) Researchers can use Laboratory of Physic Education of Muhammadiyah University Of Metro to conduct research. (3) Schools can make laboratory of physics education of Muhammadiyah University Of Metro as models of research laboratories in schools.Keywords: The role, physics education laboratory

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10

Nurmasyitah, Nur Azizah Lubis, Hendri Saputra, and Derlina. "Impact of Basic Physics E-Module Using Problem Oriented on Critical Thinking Skilss of Physics Teacher Candidate Student." Jurnal Penelitian Pendidikan IPA 9, no. 9 (September 25, 2023): 7346–53. http://dx.doi.org/10.29303/jppipa.v9i9.5002.

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The aim of this work was to investigate the effect of problem-oriented basic physics modules on improving the critical thinking skills of physics teacher candidate students. The type of research used was semi-experimental in two different classes. The next target of this research was the students of Samudra University's FKIP Physics Graduate Program. The data collection tools and techniques used in this study are basic physics questions that enhance critical thinking through problem-based basic physic e-modules. The results of this study, namely the hypothesis test results, were obtained sig (2-tailed) = 0.000 < 0.05, when testing the hypothesis that H0 is rejected and Ha is accepted. Therefore, it can be concluded that the e-module of basic physics has a problem-based effect on the critical thinking skills of physics teacher candidate students. Effect size value is d = 2.90 > 0.08, so it can be considered high. Therefore, it can be concluded that there is an influence of the electronic module of basic physics using a problem-oriented approach on the critical thinking skills of prospective physics teacher students. This research shows how effective E-modules are in fostering critical thinking abilities.

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11

Tulak, Noper, and Yusuf Bungkang. "PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN FISIKA BERBASIS KOMPUTASI PADA GURU-GURU FISIKA SMA Se-ABEPURA." JURNAL PENGABDIAN PAPUA 5, no. 1 (March 3, 2021): 1–5. http://dx.doi.org/10.31957/.v5i1.1098.

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Training on developing physics learning media for high school physics teachers in Abepura and surrounding areas was carried out on 15 and 16 August 2019 at computer laboratory of physics department. The aim of the training is to motivate and improve the ability of teachers to create virtual learning media as alternative physic learning media so as to improve the quality of teaching and physics learning. The method used to support the success of this program is in the form of training, demonstration and practice or tutorial using matlab program. The results of the implementation of service activities felt by the team and the training participants were very satisfying, with indicators of participant activity in each activity process, and participating in training enthusiastically. The training of create physics learning media for senior high school teachers in the community service program that has been implemented is expected to provide understanding and also the ability of teachers to design physics learning media using computers that will have an impact on increasing teaching and learning productivity and professionalism of physics teachers in senior high school. Keywords: learning media, Matlab, physic teachers

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12

D’Ariano, Giacomo Mauro. "Physics Without Physics." International Journal of Theoretical Physics 56, no. 1 (November 16, 2016): 97–128. http://dx.doi.org/10.1007/s10773-016-3172-y.

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13

Nadrah, Nadrah. "THE EFFECT OF COOPERATIVELEARNING MODEL WITH STUDENT TEAM ACHIEVEMENT DIVISION TYPE AND MOTIVATION TOWARD PHYSICS STUDY RESULT." Proceedings of the 1st International Conference on Social Science (ICSS) 1, no. 1 (July 17, 2022): 1–12. http://dx.doi.org/10.59188/icss.v1i1.7.

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The research aimed to describe the effect of cooperative learning model with Student Team Achievement Division type and motivation on study results in physics. This is a true-experimental design’s research with a 2 × 2 factorial design conducted at SMAN 2 Makassar. Independent variable is the model of learning; which they are cooperative learning model STAD (Student Team Achievement Division) and conventional learning model. Motivation as moderator variable was divided into two factors, namely high and low learning motivation. The dependent variable is the study result of learning physics. The instrument was a questionnaire of motivation to learn physics is used to measure the motivation of students, whereas physics achievement test used to measure the study results of physics in students. There are 36 students of class X in SMAN 2 Makassar taken using random sampling techniques as samples. The data analyzed using analysis of variance two-lane. The results showed (1) Study results of physic in students taught using cooperative learning model STAD (Student Team Achievement Division) higher than students taught using conventional learning models. (2) Students with high motivation to learn physic, the study results of studying physics taught using cooperative learning model STAD (Student Team Achievement Division) higher than students taught by conventional learning model; (3) Students with low motivation to learn physics, study results of physics taught using cooperative learning model STAD (Student Team Achievement Division) lower than students taught by conventional learning model, and (4) there was a significant interaction effect between learning model and motivation for study results in physics

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14

Sirait, Judyanto. "SIKAP MAHASISWA CALON GURU TERHADAP REPRESENTASI FISIKA." Jurnal Pendidikan Matematika dan IPA 10, no. 1 (January 25, 2019): 105. http://dx.doi.org/10.26418/jpmipa.v10i1.30032.

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Abstract Physics concepts can be represented in multiple ways such as verbal, diagrams, graphs, mathematical equations etc. Most previous research focused on drawing and utilizing representations to help students learn physics concepts. This study aims to investigate students’ views toward physics representations while solving physics problems by involving preservice physics teachers of two universities in Kalimantan Barat. A physics representation survey was developed to measure students’ perception about physics representations. The results show that the majority of the students (above 75%) agree that representations are beneficial for them to understand physics problems and physics concepts and also to find out the best solution of a problem. Some of the students say that they remain provide representations while solving a problem even though there is no extra credit given by instructors. Some of the students feel that they face impediment to grasp representations provided in some physcis text book.Keywords: physics representations, views

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15

Nadrah, Nadrah, Ismail Tolla, Muhammad Sidin Ali, and Muris Muris. "The Effect of Cooperative Learning Model of Teams Games Tournament (TGT) and Students’ Motivation toward Physics Learning Outcome." International Education Studies 10, no. 2 (January 30, 2017): 123. http://dx.doi.org/10.5539/ies.v10n2p123.

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This research aims at describing the effect of cooperative learning model of Teams Games Tournament (TGT) and motivation toward physics learning outcome. This research was a quasi-experimental research with a factorial design conducted at SMAN 2 Makassar. Independent variables were learning models. They were cooperative learning model of TGT and conventional learning model. Motivation as moderator variable was divided into two factors, namely high and low learning motivation. The dependent variable was physics learning outcome. The instrument was a questionnaire of motivation to learn physics used to measure the motivation of students. Whereas physics achievement test was used to measure the physics learning outcome of the students. There were 36 students of class X in SMAN 2 Makassar taken using random sampling techniques as the research samples. The data were analyzed using two ways of ANOVA. There were some findings of this research. First, the physics learning outcome of the students taught using cooperative learning model TGT was higher than students taught using conventional learning models. Second, the physics learning outcome of students who had high motivation to learn physic and were taught using cooperative learning with TGT was higher than students taught using conventional learning model. Third, the physics learning outcome of students who had low motivation to learn physic and were taught using cooperative learning with TGT was not significantly lower than students taught by conventional learning model. However, the learning outcome between those two learning models were significantly different with α = 0, 05. Fourth, there was a significant interaction effect between learning model and motivation toward physics learning outcome of the students.

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16

Le, Diep Ngoc, and Tra Huong Do. "Principles of fostering scientific language of Physics by mountainous high school students." Vietnam Journal of Education 4, no. 4 (December 30, 2020): 7–15. http://dx.doi.org/10.52296/vje.2020.74.

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Language is an instrument of communication and thinking. During the development of the scientific disciplines, a separate system of language called scientific language has been formed; language of Physics is also formed and plays an important role in the history of Physics. In the context of Vietnamese mountainous students, fostering scientific language in general and Physic language in particular is very necessary; it contributes to the academic success of students by researching documents on fostering language in scientific context, coordinated with characteristics about language and communication of students in mountainous areas in Vietnam. The article introduces 4 principles to learn the language of Physics and an example of planning lessons in teaching Physics to support students in mountainous areas in Vietnam.

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17

Imaniar, Berliana Oni, Supeno Supeno, and Albertus Djoko Lesmono. "ARGUMENTATION OF SENIOR HIGH SCHOOL STUDENTS ON PHYSICS INSTRUCTION BASED INQUIRY." COMPTON: Jurnal Ilmiah Pendidikan Fisika 7, no. 1 (June 29, 2020): 35. http://dx.doi.org/10.30738/cjipf.v7i1.6625.

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Argumentation as the one of important skills must be included in the science learning. With argumentation skills, students can show their opinion include evidence and justification logically. Argumentation is important for students, but it seldom integrate in physic learning based inquiry. Participation of students who decrease in the learning can influence to argumentation’s ability of students. Physic learning based inquiry which include argumentation section can grow up the action students to give argumentation. Component of argumentation’s ability are evidence and justification for argument, counter argument, and rebuttal. This research is conduct for three meetings on the fluid static’s chapter in Senior High School of one Gambiran. Students’ argumentation skills measure from argumentation section and students’ worksheets has consisted component’s of argumentation. Purpose of this research is describe of students’ argumentation skills on physics instruction based inquiry. Result of this research is shown that students’ argumentation skills increase on last meeting of physics instruction. Participation of students give argumentation influenced by topic of the problems. Keywords: argumentation, participation, inquiry, physic, learning

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18

Hannaford, Peter. "Foreword." Australian Journal of Physics 46, no. 1 (1993): 1. http://dx.doi.org/10.1071/ph930001.

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This special issue contains selected papers of Plenary and Keynote Lectures presented at the Tenth National Congress of the Australian Institute of Physics, held at the University of Melbourne from 10 to 14 February, 1992. The Congress was attended by nearly 1000 delegates, including numerous distinguished physici~ts from Australia and abroad, who were treated to a smorgasbord of physics ranging from astrophysics to particle physics. The Congress was organised around a series of fifteen separate sections, representing various branches of physics in which there is active Australian interest, and incorporated the First Conference of the Vacuum Society of Australia; the Fifth Gaseous Electronics Meeting; the Fourteenth AINSE Nuclear and Particle Physics Conference; the 1992 Physics Teachers Conference; the Third Australasian Conference on Remote Sensing of Atmospheres and Oceans; and the South Pacific Solar-Terrestrial and Space Physics Workshop.

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19

Brown, Laurie M. "Physics before big physics." Nature 326, no. 6116 (April 1987): 916–17. http://dx.doi.org/10.1038/326916a0.

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20

DeBuvitz, William. "Physics should be physics." Physics Teacher 36, no. 8 (November 1998): 454. http://dx.doi.org/10.1119/1.879924.

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21

Akhmanov, S. A. "Physics of lasers, laser physics, and optical physics." Uspekhi Fizicheskih Nauk 161, no. 7 (1991): 217. http://dx.doi.org/10.3367/ufnr.0161.199107m.0217.

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22

Akhmanov, S. A. "Physics of lasers, laser physics, and optical physics." Soviet Physics Uspekhi 34, no. 7 (July 31, 1991): 641–43. http://dx.doi.org/10.1070/pu1991v034n07abeh002459.

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23

Seshavatharam, U. V. S., and S. Lakshminarayana. "Applications of Hubble Volume in Atomic Physics, Nuclear Physics, Particle Physics, Quantum Physics and Cosmic Physics." Journal of Nuclear Physics, Material Sciences, Radiation and Applications 1, no. 1 (August 1, 2013): 45–60. http://dx.doi.org/10.15415/jnp.2013.11005.

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24

Oliver, Simon. "Physics without Physis : On Form and Teleology in Modern Science." Communio: International Catholic Review 46, no. 3-4 (September 2019): 442–69. http://dx.doi.org/10.1353/cmm.2019.a933565.

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25

Halim, A., Soewarno Soewarno, Elmi Elmi, Zainuddin Zainuddin, I. Huda, and Irwandi Irwandi. "The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses." Jurnal Penelitian & Pengembangan Pendidikan Fisika 6, no. 2 (December 31, 2020): 203–16. http://dx.doi.org/10.21009/1.06207.

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The misconception in mastering physics concepts occurs in basic physics and is also found in advanced physics, such as Modern Physics or Quantum Physics. Efforts to remediate misconceptions have been done manually or offline but are often constrained at too long an interval between identification activities and remediation actions. Through the advancement of online learning systems, E-learning media, these obstacles can easily be overcome. This article will discuss one way of remediation using Moodle-based E-Learning modules. A total of 2 classes (45 students) were randomly selected for the experimental group and two classes (64 students) for the control group. The experimental group used a representative module based on E-Learning as a remediation treatment, while the control group used a conventional module. The results of the validation of the material and the design of the E-Learning modules were obtained as very feasible to use. Data collection uses a two-tier Modern Physic Diagnostic Test or MPDT (Modern Physic Diagnostic Test) of 30 items combined with the CRI (Certainty of Response Index) index. It is carried out twice, namely before and after treatment. The N-Gain normality analysis results showed the percentage of misconception reduction was more significant in the experimental group than in the control group. Important note obtained by implementing E-Learning is more appropriate to be used simultaneously between conventional face-to-face and E-Learning.

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26

Afifah Yuliani Adhim, Budi Jatmiko, and Tjipto Prastowo. "Physics Teacher's Misconceptions About Direct Current Material." IJORER : International Journal of Recent Educational Research 2, no. 6 (November 30, 2021): 664–70. http://dx.doi.org/10.46245/ijorer.v2i6.160.

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The teacher's conception is one of the misconceptions that students encounter, so it is critical to uncover the status of the teacher's conception in order to improve the students' conception. The purpose of this study is to identify physic’s teachers misconceptions about direct current material. There were 16 Physics Teachers in one of the districts in East Java, including 7 (seven) teachers from the Public High School (Negeri) and 9 (nine) teachers from private schools (Swasta). This research is a quantitative descriptive analysis research. A three-tier diagnostic test was used to analyze the data, which revealed that the average percentage of misconceptions faced by teachers was 58% in a medium category. The results also showed that physics teachers had the highest rate of misconceptions in the Potential Difference sub-concepts (94%), while the Series Circuit concept had the lowest proportion of misconceptions (25,50%). misconceptions experienced by physics teachers must be addressed immediately, because it will have an impact on students' conceptions. The results of this study are very important for policy makers, especially the Education Office to find solutions in breaking the chain of physics misconceptions

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27

HAN, Jung Hoon. "Solid State Physics, Condensed Matter Physics, and Topological Physics!" Physics and High Technology 25, no. 12 (December 30, 2016): 2–6. http://dx.doi.org/10.3938/phit.25.060.

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28

Ilina, L. F., A. S. Kayumova, Ye R. Zhangbyrbaj, and M. M. Bolatbekova. "To modernization of physical practicum on molecular physics in the university course." Bulletin of the Karaganda University. "Physics" Series 95, no. 3 (September 30, 2019): 78–82. http://dx.doi.org/10.31489/2019ph3/78-82.

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29

K Chaudhuri, Tapan, Tushar K Chowdhury, Tandra R Chaudhuri, Shree Taposh K Chowdhury, and Shree Bulu R Chowdhury. "Materialistic Physics vs Spiritual Physics." Acta Scientific Pharmaceutical Sciences 3, no. 11 (October 5, 2019): 14. http://dx.doi.org/10.31080/asps.2019.03.0413.

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30

Holovatch, Yurij, Ralph Kenna, and Stefan Thurner. "Complex systems: physics beyond physics." European Journal of Physics 38, no. 2 (February 15, 2017): 023002. http://dx.doi.org/10.1088/1361-6404/aa5a87.

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31

Crease, Robert P. "Physics: Two shades of physics." Nature 526, no. 7571 (September 30, 2015): 37–38. http://dx.doi.org/10.1038/526037a.

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32

Gwynne, Peter. "Applied physics: Physics fights terrorism." Physics World 11, no. 10 (October 1998): 7. http://dx.doi.org/10.1088/2058-7058/11/10/7.

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33

Solomon, Allan I. "Mathematical Physics: Geometry in physics." Physics Bulletin 36, no. 10 (October 1985): 412. http://dx.doi.org/10.1088/0031-9112/36/10/016.

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34

Hand, Eric. "Physics: The edge of physics." Nature 461, no. 7263 (September 2009): 462–65. http://dx.doi.org/10.1038/461462a.

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35

Farmelo, Graham. "Physics: Fallible pontiff of physics." Nature 538, no. 7624 (October 2016): 168–69. http://dx.doi.org/10.1038/538168a.

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36

Epstein, L. C., and Ron Edge. "Thinking Physics is Gedanken Physics." American Journal of Physics 53, no. 2 (February 1985): 189–90. http://dx.doi.org/10.1119/1.14118.

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37

Lea, Suzanne M., and Arthur B. Hunkins. "A physics olympics ‘‘Physics Phanfare’’." Physics Teacher 25, no. 3 (March 1987): 163. http://dx.doi.org/10.1119/1.2342199.

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38

Van Wyk, Steve. "Physics problems for physics Teachers." Physics Teacher 27, no. 2 (February 1989): 115–17. http://dx.doi.org/10.1119/1.2342684.

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39

Forman, P. "Papers in Physics: Particle Physics." Science 274, no. 5287 (October 25, 1996): 522–23. http://dx.doi.org/10.1126/science.274.5287.522.

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40

Roeder, John L. "Physics appreciation versus physics knowledge." Physics Teacher 36, no. 6 (September 1998): 379. http://dx.doi.org/10.1119/1.1527615.

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41

Spearman, Mark L. "Of Physics and Factory Physics." Production and Operations Management 23, no. 11 (April 1, 2014): 1875–85. http://dx.doi.org/10.1111/poms.12188.

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42

STAUFFER, DIETRICH, and GÉRARD WEISBUCH. "A MARKET OF INHOMOGENEOUS THRESHOLD CELLULAR AUTOMATA." International Journal of Modern Physics B 17, no. 29 (November 20, 2003): 5495–501. http://dx.doi.org/10.1142/s0217979203023173.

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This article summarizes some physics aspects of the market model of Weisbuch and Stauffer, Physica A (2003): How do demand and quality expectation adjust to each other in a buyer dominated market like cinema visits? And how can business cycles be modelled?

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43

Rajman, Najwa Huda, Zahir Hariz Zahanis, Siti Munirah Mohd, Fadzidah Mohd Idris, Kamarudin Shafinah, Nor Raihan Zulkefly, Nurhidaya Mohamad Jan, Hatika Kaco, and Mohamad Faiz Zainuddin. "Investigation with Gifted Students in Learning Physics Concept Based on Cognitive Structure." Journal of Computational and Theoretical Nanoscience 17, no. 2 (February 1, 2020): 1143–46. http://dx.doi.org/10.1166/jctn.2020.8778.

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Physics concept is an understanding of natural occurrence. Physics is one of the natural science subjects that involves the study of matter and motion through space and time, along with related concepts. The concepts of physics explained everything involving the environment and human relation that happened in our daily life. Physics is one of the toughest subjects. Many students have difficulty to understand the subject properly. The factor of difficulty in learning physics concept come from many aspects, which is subject matter, materials for learning, the environment in class, and teaching style. Therefore, this study aims at investigating the main factor affecting the understanding of student performance in physics subject. This study has been done by given question paper that is designed based on taxonomy bloom. The question paper consists of 10 questions divided into three stages of taxonomy bloom, which are C1 (remembering), C2 (understanding), and C3 (applying). The test has been conducted among 17 years old students in Kolej PERMATA Insan. The result of the test has been analyzed. Based on the test that has been held, the results showed that most students did not reach the minimum mark of for the three stages in taxonomy bloom mainly stage C3 questions that apply the physics concept in daily life. The results from the test showed that physic is a tough subject to be learned.

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Azhari, Andy, Mastuang Mastuang, and Abdul Salam M. "Pengembangan Media Pembelajaran Fisika Dengan Macromedia Flash Untuk Melatihkan Penerapan Konsep Siswa SMP." Berkala Ilmiah Pendidikan Fisika 5, no. 2 (June 22, 2017): 223. http://dx.doi.org/10.20527/bipf.v5i2.3590.

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This study is base on the low of media’s aplicability. But actually in the case is medias’ aplicability can help teacher to drill the students’ aplication concept. The purpose of this study is to produce physich learning’s media that suitable to use in drilling students’ aplication concept. The specific purfose of this study are (1) to describe the validity of physich learning’s media, (2) to discribe the practically of physich learning’s media based on lesson plan implementation during physics learning process, (3) to describe effectiveness of physich learning’s media based on students’ result test. This research and development used ASSURE (Analyze learner, state objectives, slect modify or design materials, utilize materials,require learner response and evaluate) design. The product result from this study is physich learning’s media with macromedia flash about optics. The study shows that: (1) The validity of learning media is categorized as good validity with a little correction, (2) the practically of learning media based on lesson plan implementation during physics learning process is categorized as practical, and (3) efectiveness of learning media based on students’ result test is categorized as effective. The conclusion of this research and development is physich learning’s media with macromedia flash is suitable to use in drilling the students’ aplication concept.

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Kortemeyer, G. "Using Virtual Reality for Teaching Kinematics." Journal of Physics: Conference Series 2727, no. 1 (March 1, 2024): 012025. http://dx.doi.org/10.1088/1742-6596/2727/1/012025.

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Abstract Simulations have been used for decades to teach physics concepts. Virtual Reality (VR) opens new avenues: the benefits of acting out physis (embodiment) can be combined with the affordances of a simulated environment. This paper aims to demonstrate how to create physics-education simulations in VR with comparatively small effort beyond 2D-simulations, using the Unity game development environment in connection with consumer-grade VR gear.

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Zulkarnain, Zulkarnain, Islahudin Islahudin, and Nuryanti Tul Zahrah. "Motion Graphic-Based Work and Energy Physic Learning Media Development." Jurnal Educatio FKIP UNMA 9, no. 1 (January 30, 2023): 65–71. http://dx.doi.org/10.31949/educatio.v9i1.4284.

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Physic learning usually requires more observation to form certain knowledge and concepts. Physic does not only consist of a collection of various knowledge or facts that can be memorized, but also consists of an active process of using the mind in studying natural phenomena that cannot be explained. Physics subject is one of the keys to success in increasing the ability to adapt to change and enter the world of technology. Therefore, certain ways are needed to convey the material in science lessons, especially physics. This study aims to produce Motion Graphic-based Work and Energy Learning Media on feasible work and energy materials in terms of materials, media, and students' responses. The research method used is research and development (R&D), using the 4D model (Define, Design, Develop, and Disseminate). The subjects were conducted in class X IPA 1, which consisted of 15 students. The instrument used is a questionnaire. The results showed that media could be used as a teaching media in the physics subject of work and energy based on expert judgment with very good categories for media, materials, and students' responses. So it can be concluded that Work and Energy motion graphic media can be employed as a ground-breaking teaching tool for engaging Work and Energy physic material.

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Thomsen, Dietrick E. "Physics." Science News 133, no. 15 (April 9, 1988): 233. http://dx.doi.org/10.2307/3972582.

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Peterson, Ivars. "Physics." Science News 135, no. 19 (May 13, 1989): 303. http://dx.doi.org/10.2307/3973300.

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Peterson, Ivars. "Physics." Science News 137, no. 13 (March 31, 1990): 207. http://dx.doi.org/10.2307/3974345.

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Peterson, Ivars. "Physics." Science News 137, no. 12 (March 24, 1990): 191. http://dx.doi.org/10.2307/3974518.

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