Smartphone for physics practicum in momentum and impulse
DOI:
https://doi.org/10.21067/mpej.v7i1.6687Keywords:
smartphone-based experiment, physics experiment, momentum and impuls, low-cost experiment, simple experimentAbstract
Practicum is an important part of Physics learning that cannot be ignored even in distance learning. Obstacles of practicum facilities faced by students can be overcome by using sensor on smartphones as a measuring tool. In this study, the use of the accelerometer sensor on a smartphone has been carried out to analyze the concept of momentum and impulse through the collision of two toy cars. Two toy cars A and B with smartphones attached have their respective masses of m1 0.31345 kg and m2 0.32116 kg. Car A was idle and car B was moved until it collided car A. In the event of a collision, the accelerometer sensor recorded acceleration data (a) versus time (t). Data (a) versus time (t) was represented in the form of a curve. Next, the data were analyzed. From the graph obtained data t1 =1.237 seconds, when car B started to exert a contact force on car A. The contact time between cars was ï„t = 0.025 seconds. The maximum acceleration experienced by car A during a collision was a = 27.919 m/s2. From the area of the curve (a) vs (t) the impulse value was 0.1217 (N. sec) which is also the value of the change in momentum of car A, with car A's speed after the collision of 0.427 m/s. Thus, the accelerometer sensor on a smartphone can be used to assist students in finding important concepts through practical activities. The use of the accelerometer sensor is expected to help students to facilitate understanding the concepts of momentum and impulse.
Downloads
References
Allo, M. D. G. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1–10.
Asamoah, D. Y., & Aboagye, G. K. (2019). Integration of Practical Work into Teaching and Learning of Physics at the Senior High School Level. The Oguaa Educator, 13(June), 52–69. https://doi.org/http://dx.doi.org/10.13140/RG.2.2.28108.23688
Bahasoan, A. N., Ayuandiani, W., Mukhram, M., & Rahmat, A. (2020). Effectiveness of online learning in pandemic COVID-19. International Journal of Science, Technology & Management, 1(2), 100–106. https://doi.org/https://doi.org/10.46729/ijstm.v1i2.30
Bakri, F., Permana, H., Wulandari, S., & Muliyati, D. (2020). Student worksheet with ar videos: Physics learning media in laboratory for senior high school students. JOTSE: Journal of Technology and Science Education, 10(2), 231–240. https://doi.org/http://dx.doi.org/10.3926/jotse.891
Colt, M., & Sebe, C. (2019). Smartphone used in physics experiments. International Conference on Virtual Learning ICVL, 524–530.
Doyle, W. (1986). Content representation in teachers’ definitions of academic work. Journal of Curriculum Studies, 18(4), 365–379. https://doi.org/https://doi.org/10.1080/0022027860180402
Fang, N., & Guo, Y. (2022). Improving Student Learning of Impulse and Momentum in Particle Dynamics Through Computer Simulation and Animation. 0(0), 1–22. https://doi.org/10.1177/07356331221096979
Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142, 103635. https://doi.org/https://doi.org/10.1016/j.compedu.2019.103635
Fowles, G. ., & Cassiday, G. . (2005). Analytical mechanics (Thomson Br).
Ganci, S., & Lagomarsino Oneto, D. (2017). A zero cost experiment on the “impulse-momentum theorem.†Physics Education, 52(1), 13002. https://doi.org/10.1088/1361-6552/52/1/013002
Giancoli, D. C. (2005). Physics: principles with applications (Vol. 4). Pearson/Prentice Hall Upper Saddle River, NJ.
Giatman, M., Siswati, S., & Basri, I. Y. (2020). Online learning quality control in the pandemic Covid-19 era in Indonesia. Journal of Nonformal Education, 6(2), 168–175. https://doi.org/https://doi.org/10.15294/jne.v6i2.25594
Halliday, D., Resnick, R., & Walker, J. (2013). Fundamentals of physics. John Wiley & Sons.
Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 71(256), 33–40.
Klein, P., Hirth, M., Gröber, S., Kuhn, J., & Müller, A. (2014). Classical experiments revisited: smartphones and tablet PCs as experimental tools in acoustics and optics. Physics Education, 49(4), 412.
Kuhn, J., & Vogt, P. (2012). Analyzing free fall with a smartphone acceleration sensor. Physics Teacher, 50, 182–183.
Lellis-Santos, C., & Abdulkader, F. (2020). Smartphone-assisted experimentation as a didactic strategy to maintain practical lessons in remote education: alternatives for physiology education during the COVID-19 pandemic. Advances in Physiology Education, 44(4), 579–586. https://doi.org/https://doi.org/10.1152/advan.00066.2020
Monteiro, M., Cabeza, C., & Marti, A. C. (2015). Acceleration measurements using smartphone sensors: Dealing with the equivalence principle. Revista Brasileira de Ensino de FÃsica, 37. https://doi.org/https://doi.org/10.1590/S1806-11173711639
Nuryadin, B. W., & Hindawan, I. (2019). Impulse measurement and analysis using a smartphone accelerometer. Physics Education, 54(1). https://doi.org/10.1088/1361-6552/aaefa7
Nuryantini, A. Y., Fajriah, H. N., Zakwandi, R., & Nuryadin, B. W. (2020). Simple harmonic motion experiments with the accelerometer sensor on a smartphone: Improving the problem solving-ability. Journal of Physics: Conference Series, 1572(1). https://doi.org/10.1088/1742-6596/1572/1/012058
Nuryantini, Ade Yeti, Zakwandi, R., & Ariayuda, M. A. (2021). Home-Made Simple Experiment to Measure Sound Intensity using Smartphones. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 10(1), 159–166. https://doi.org/10.24042/jipfalbiruni.v10i1.8180
Osario, M., Pereyra, C. J., Gau, D. L., & Laguarda, A. (2017). Measuring and characterizing beat phenomena with a smartphone. European Journal of Physics, 1–12. https://doi.org/10.1088/1361-6404/aa9034 Manuscript
Parolin, S. O., & Pezzi, G. (2015). Kundt’s tube experiment using smartphones. Physics Education, 50(4), 443–447. https://doi.org/10.1088/0031-9120/50/4/443
Pili, U., & Violanda, R. (2018). Measuring average angular velocity with a smartphone magnetic field sensor. The Physics Teacher, 56(144). https://doi.org/10.1119/1.5021442
Serevina, V., Astra, I., & Sari, I. J. (2018). Development of E-Module Based on Problem Based Learning (PBL) on Heat and Temperature to Improve Student’s Science Process Skill. Turkish Online Journal of Educational Technology-TOJET, 17(3), 26–36.
Shana, Z., & Abulibdeh, E. S. (2020). Science practical work and its impact on high students’ academic achievement. JOTSE, 10(2), 199–215.
Tipler, P. A., & Mosca, G. P. (2010). Physics for scientists and engineers: with modern physics. Wh Freeman.
Wati, I. W. K., Sari, A. S., & Setyaningsih, R. (2020). Media Need Analysis of Learning Practicum in the Covid-19 Pandemic. VANOS Journal of Mechanical Engineering Education, 5(2), 155–162. https://doi.org/http://dx.doi.org/10.30870/vanos.v5i2.9441
Yusuf, I., & Widyaningsih, S. W. (2020). Implementing E-Learning-Based Virtual Laboratory Media to Students’ Metacognitive Skills. International Journal of Emerging Technologies in Learning, 15(5), 63–74. https://doi.org/https://doi.org/10.3991/ijet.v15i05.12029
Zakwandi, R., Ariswan, A., Nurfalah, S., Alawiyah, T. A., Amanda, W., Mahen, E. C. S., & Nuryantini, A. Y. (2021). Do It Yourself: Air Drag Force Experiment Using Paper and Scraper Sheet. Jurnal Ilmu Pendidikan Fisika, 6(3), 198–207. https://doi.org/https://dx.doi.org/10.26737/jipf.v6i3.1996
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Momentum: Physics Education Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. 
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal
.png)
.png)
.png)
.png)
