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Journal articles on the topic 'Electricity Physics Magnetism'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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1

Purcell, Edward M., and A. J. Stewart Smith. "Electricity and Magnetism." American Journal of Physics 54, no. 3 (March 1986): 287. http://dx.doi.org/10.1119/1.14654.

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2

Ashworth, Stephen H. "Introduction to electricity and magnetism." Contemporary Physics 61, no. 1 (January 2, 2020): 58–59. http://dx.doi.org/10.1080/00107514.2020.1736174.

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3

Mbonyiryivuze, Agnes, Lakhan Lal Yadav, and Maurice Musasia Amadalo. "Students’ conceptual understanding of electricity and magnetism and its implications: A review." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (December 30, 2019): 55–67. http://dx.doi.org/10.4314/ajesms.v15i2.5.

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Physics subject continues to be considered as difficult and unattractive by students. This leads to the development of negative attitudes towards the subject. Electricity and magnetism as one of the most important areas in physics is particularly considered as difficult due to their abstract nature. Different studies on students’ conceptual understanding of electricity and magnetism have been conducted and several instructional strategies for a conceptual change in this subject matter have been provided. However, there are still some persisting misconceptions even after being treated by those suggested instructional strategies. By using diagnostic tests and remedial approaches to sort out learning barriers, there is a possibility that students’ performance might improve, which would likely lead to disappearing these learning barriers and retaining the appropriate concepts over time scales beyond the assessment schedule of individual classes. Therefore, after reporting on the impact of students’ preconceptions on learning, this review paper also highlights some existing studies on students’ misconceptions in electricity and magnetism. The paper also updates physics educators and researchers on some conceptual tests and assessments used to test students’ misconceptions in electricity and magnetism and some suggested strategies for remedying those misconceptions. Some educational implications and practical recommendations for effective teaching and learning in electricity and magnetism are also outlined.
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4

Suseno, Mr Nyoto. "KENDALA PENERAPAN INKUIRI DALAM PERKULIAHAN LISTRIK-MAGNET DI LPTK." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 15, no. 2 (October 1, 2010): 95. http://dx.doi.org/10.18269/jpmipa.v15i2.286.

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A study about inquiry in electricity and magnetism lecturing was conducted to take a picture inquiry application and its obstacles. Preliminary study had been conducted on four physics education programs of Java and Sumatra island in one or two meeting time, with emphasis aspect to inquiry activity in class through documentation study and observation. Meanwhile the interview just has been done in three data subjects. The data was analyzed qualitatively through: transcription, tabulation, coding, description to see the relationship and the essence of the inquiry based instruction on electricity and magnetism. Research finding showed that lecturers had difficulties in implementating inquiry based instruction on electricity and magnetism lecturing, because electricity and magnetism is abstract concepts. They did not know how to overcome and there is no effort that support inquiry processes in lecturing. The inquiry process could not be observed only in one session, but inquiry process should be conducted continuously during the whole program.Keywords: inquiry based on instruction, obstacles, abstract concepts, electricity and magnetism.
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5

Duffin, W. J., and Maurice Bruce Stewart. "POST‐USE REVIEW: Electricity and Magnetism." American Journal of Physics 56, no. 3 (March 1988): 284. http://dx.doi.org/10.1119/1.15669.

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6

Chimino, David F., and Ruben R. Hoyer. "An audio‐tutorial electricity and magnetism laboratory for introductory physics." American Journal of Physics 53, no. 1 (January 1985): 76–80. http://dx.doi.org/10.1119/1.13971.

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7

Chabay, Ruth, and Bruce Sherwood. "Restructuring the introductory electricity and magnetism course." American Journal of Physics 74, no. 4 (April 2006): 329–36. http://dx.doi.org/10.1119/1.2165249.

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8

Parks, Beth. "Research-inspired problems for electricity and magnetism." American Journal of Physics 74, no. 4 (April 2006): 351–54. http://dx.doi.org/10.1119/1.2166369.

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9

Lambourne, Robert. "Electricity, Relativity and Magnetism: a unified text." Physics Education 34, no. 5 (September 1, 1999): 328–29. http://dx.doi.org/10.1088/0031-9120/34/5/703.

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10

Mellu, Ruth Novi Kornalia, and Doni T. Baok. "Identifying Physics Teachers Candidate Misconception on Electricity, Magnetism, and Solar System." JIPF (Jurnal Ilmu Pendidikan Fisika) 5, no. 3 (August 26, 2020): 132. http://dx.doi.org/10.26737/jipf.v5i3.1694.

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Misconception is a concept contradicts with scientific definitions or definitions approved by experts of particular field. Learners’ misconception cannot be eliminated but minimized so they do not grasp incorrect concept which can be identified through diagnostic tests. A research had been conducted to identify physics student teacher misconception. The research was undertaken using qualitative method with survey design. The population covered whole physics major students with 30 students of 6<sup>th</sup> semester as samples. Data collection was done by giving three tier multiple choice model of diagnostic test developed by Ambarwati on electricity, magnetism, and solar system materials. Data source of this study was primary data source since data was taken directly from research subjects. Data was analyzed using descriptive qualitative data analysis technique. The result showed that 18% students experienced misconception, 40% partially understood, 12% fully understood, and 30% did not understand concept. 20% misconception identification of electricity comprised static electric, determining physical quantity on circuit, defining electrical energy and power in daily life; 18 % magnetism material on how to make magnet or determining poles that affected electromagnetic induction; and 17% solar system material about characteristics of astronomical objects and emerging phenomena due to climate changing on earth surface. the identifications result implied a demand of developing and applying innovative, creative, and appealing learning in remediating and fixing misconception.
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11

Lovesey, S. W. "Electricity and Magnetism, Volume 1: Third Edition, Electricity and Magnetism, Volume 2: Third Edition, by B.I. Bleaney and B. Bleaney." Contemporary Physics 55, no. 2 (February 5, 2014): 141–42. http://dx.doi.org/10.1080/00107514.2014.881924.

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12

Burge, E. J. "Mastering the integrals of basic electricity and magnetism." Physics Education 22, no. 6 (November 1, 1987): 375–80. http://dx.doi.org/10.1088/0031-9120/22/6/009.

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13

Gill, Raminder, and P. Singh. "Coexistence of Superconductivity and Magnetism." Applied Mechanics and Materials 110-116 (October 2011): 310–14. http://dx.doi.org/10.4028/www.scientific.net/amm.110-116.310.

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In the age of technology, with smaller and smaller electronic components being used in a growing number of applications, one pertinent application of mathematics and physics is the study of superconductivity. Superconductive materials are capable of conducting electricity without any resistance and were first discovered by Kamerlingh Onnes in 1911 in a compound He at 4.2 K in what was to prove to be one of the most significant scientific breakthroughs of the 20th Century. Superconductivity and Magnetism are mutually exclusive to each other but the coexistence of both the phenomena leads to very interesting research of superconductivity at room temperature. In this paper, we have studied the effect of ferromagnetic and antiferromagnetic interactions on the superconducting transition temperature.
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14

Finkelstein, Noah. "Learning Physics in Context: A study of student learning about electricity and magnetism." International Journal of Science Education 27, no. 10 (January 2005): 1187–209. http://dx.doi.org/10.1080/09500690500069491.

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15

Barger, Vernon, Martin Olsson, and John P. Ralston. "POST‐USE REVIEW: Classical Electricity and Magnetism: A Contemporary Perspective." American Journal of Physics 57, no. 8 (August 1989): 764–65. http://dx.doi.org/10.1119/1.15913.

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16

Bonnor, W. B. "The interaction of electricity and magnetism in Einstein–Maxwell theory." General Relativity and Gravitation 38, no. 6 (May 13, 2006): 1063–67. http://dx.doi.org/10.1007/s10714-006-0288-z.

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17

Yang, Ming, Shujuan Sheng, Qianli Ma, Nan Lv, Wensheng Yu, Jinxian Wang, Xiangting Dong, and Guixia Liu. "Single Flexible Nanofiber to Simultaneously Realize Electricity-Magnetism Bifunctionality." Materials Research 19, no. 2 (February 5, 2016): 308–13. http://dx.doi.org/10.1590/1980-5373-mr-2015-0126.

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18

Sitkey, Matúš. "THE EXPERIMENTS WITH A TRANSFORMER IN HIGH SCHOOL." CBU International Conference Proceedings 6 (September 27, 2018): 768–72. http://dx.doi.org/10.12955/cbup.v6.1247.

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This article describes the education of secondary school pupils in relation to a set of experiments using a school transformer and the Tesla coil. The set of practical experiments consists of 9 that can be used in the teaching of pupils of physics at secondary school in the thematic unit relating to electricity and magnetism. Each experiment contains a description of the relevant section of the International Standard Classification of Education in which it can be used. These descriptions include a motivational title, pedagogical goals, new keywords, a device list, and a level of difficulty based on the devices used. It also includes an experimental procedure, its physical explanation and experiment note, and supplementary questions for pupils. The research focuses on increasing the interest of pupils and improving their understanding of theory on the subject of electricity and magnetism by way of theoretical lessons connected to practical experiments using the Tesla coil. The research involved a special questionnaire for evaluation using the Thurstone method, which measures the preference of the respondent group. The results are analyzed using a modified Thurstone method of paired comparison with the software, Mathematica.
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19

King, John G., Philip Morrison, Phylis Morrison, and Jerome Pine. "ZAP! freshman electricity and magnetism using desktop experiments: A progress report." American Journal of Physics 60, no. 11 (November 1992): 973–78. http://dx.doi.org/10.1119/1.17000.

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20

Belsley, Michael. "Electricity and Magnetism, by Edward M. Purcell and David J. Morin." Contemporary Physics 54, no. 5 (September 2013): 261–62. http://dx.doi.org/10.1080/00107514.2013.836250.

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21

Perry, Jonathan D., Tatiana L. Erukhimova, and William H. Bassichis. "New video resource for calculus-based introductory physics, design and assessment. I. Electricity and magnetism." American Journal of Physics 87, no. 5 (May 2019): 335–40. http://dx.doi.org/10.1119/1.5095140.

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22

Gülçiçek, Çağlar, and Uygar Kanli. "Pre-service Physics Teachers' Recognition of Apparatuses Used in Mechanics and Electricity and Magnetism Experiments." Universal Journal of Educational Research 6, no. 12 (December 2018): 2864–74. http://dx.doi.org/10.13189/ujer.2018.061221.

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23

Mauk, Heidi V., and Dan Hingley. "Student understanding of induced current: Using tutorials in introductory physics to teach electricity and magnetism." American Journal of Physics 73, no. 12 (December 2005): 1164–71. http://dx.doi.org/10.1119/1.2117167.

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24

Gülçiçek, Çağlar, and Volkan Damlı. "An issue encountered in solving problems in electricity and magnetism: curvilinear coordinates." European Journal of Physics 37, no. 6 (September 20, 2016): 065704. http://dx.doi.org/10.1088/0143-0807/37/6/065704.

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25

Ferguson‐Hessler, Monica G. M., and Ton de Jong. "On the quality of knowledge in the field of electricity and magnetism." American Journal of Physics 55, no. 6 (June 1987): 492–97. http://dx.doi.org/10.1119/1.15101.

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26

Bonaudi, F. "Groping in the dark: magnetism and electricity from prehistory to (almost) Maxwell." Nuclear Physics B - Proceedings Supplements 33, no. 3 (November 1993): 8–20. http://dx.doi.org/10.1016/0920-5632(93)90368-g.

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27

Bezen, Sevim, Işıl Aykutlu, and Celal Bayrak. "An Examination of the Relationship between High School Students’ Self-efficacy Perceptions Concerning Electromagnetism and Their Academic Success." SHS Web of Conferences 48 (2018): 01049. http://dx.doi.org/10.1051/shsconf/20184801049.

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In the study, “Magnetism and Electromagnetic Induction” topic, which is part of the unit titled Electricity and Magnetism within the 11th grade Physics program that came into effect in 2013. In this study that aims to examine the relationship between high school students’ self-efficacy perceptions concerning electromagnetism and their academic success, study group consists of students who are enrolled at the 11th grade of Anatolian high schools in Ankara. Selection criterion was that students have completed covering “Magnetism and Electromagnetic Induction” topic. Within the scope of the study, answers to following questions were sought: “What is the self-efficacy level of 11th-grade students concerning electromagnetism?”, “What is the academic success levels of 11th grade students concerning electromagnetism?” and “Is there a meaningful relationship between students’ perception of self-efficacy concerning electromagnetism and their academic success?”. At the end of the study, it was revealed that students experience problems with electromagnetism, and thus they do not have a high perception of self-efficacy.
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28

Seeley, Lane H. "Electricity, Magnetism and LightElectricity, Magnetism and LightWayneSaslow. 800 pp. Harcourt∕Academic-Elsevier, Stamford, 2002. Price: $73.95. ISBN 0-1261-94556." American Journal of Physics 74, no. 4 (April 2006): 365–66. http://dx.doi.org/10.1119/1.2174057.

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29

Iswahyudi, Yosua Pratama, and Hendry Izaac Elim. "Stamec-Gravitism: A Simple Theoretical Study to Inspire a Prototype Fabrication for Mobile Perpetual Electricity Generator." SCIENCE NATURE 3, no. 2 (June 1, 2020): 257–74. http://dx.doi.org/10.30598/snvol3iss2pp257-274year2020.

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This novel research presents a theoretical work and its simple simulation as a breakthrough way to derive a mobile electricity apparatus with the weight of ~5 kg generated by an eternal gravity force on earth. The theoretical research was extracted in such a guide simply by incorporating statistical mechanics, classical mechanics and basic theory of electricity and magnetism. In the above-mentioned smart calculation, ones obtain the definition of a constant temperature particularly in isothermal enviromental nature. Furthermore, by solving the whole basic physics relationship with gravity source of power, the electrical energy formula was excerpted with the simplification through a Stamec-Gravitism: a simple theoretical study to inspire a prototype fabrication for mobile perpetual electricity generator. Furthermore, the work is sustained with its simulation results to find out the working physical parameters for normal use of alternating current (AC) electricity system with frequency of 50 Hz and electrical power of ~100 Watt for each proposed apparatus. This research suggests a bright future for the light mobile electricity generator for the needy and the poor in every different nations and tribes consisted of thousands of small islands because it does not need battery storage to work in any different conditions and weather so that such novel work can contribute in a large scale to mitigate natural disasters on earth by implementing it in all human being daily activities based energy uses.
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30

Seliverstov, A. V., A. I. Slepkov, and Yu V. Starokurov. "Classical demonstration experiments on electricity and magnetism at the faculty of physics of Moscow State University." Bulletin of the Russian Academy of Sciences: Physics 71, no. 11 (November 2007): 1506–9. http://dx.doi.org/10.3103/s1062873807110068.

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31

Dȩbowska, E., R. Girwidz, T. Greczyło, A. Kohnle, B. Mason, L. Mathelitsch, T. Melder, M. Michelini, I. Ruddock, and J. Silva. "Report and recommendations on multimedia materials for teaching and learning electricity and magnetism." European Journal of Physics 34, no. 3 (April 9, 2013): L47—L54. http://dx.doi.org/10.1088/0143-0807/34/3/l47.

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32

Kucherenko, Liliy. "IMPROVING THE QUALITY OF EDUCATION BY STRENGTHENING THE RESEARCH COMPONENT OF TRAINING." Fisheries 2021, no. 3 (June 7, 2021): 25–27. http://dx.doi.org/10.37663/0131-6184-2021-3-25-27.

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The paper deals with the issues of improving the quality of education at the university. The role of the material and technical support of the educational process is emphasized. The possibilities of using the modern laboratory complex "Electricity and Magnetism" are shown when conducting educational research work of students in physics. The author gave an example of experimental research on the topic "Study of the Hall effect in semiconductors." The contribution of students' educational and research work to the formation of general professional competencies is noted.
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33

Koponen, Ismo, and Maija Nousiainen. "Pre-Service Teachers’ Knowledge of Relational Structure of Physics Concepts: Finding Key Concepts of Electricity and Magnetism." Education Sciences 9, no. 1 (January 20, 2019): 18. http://dx.doi.org/10.3390/educsci9010018.

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Relational interlinked dependencies between concepts constitute the structure of abstract knowledge and are crucial in learning conceptual knowledge and the meaning of concepts. To explore pre-service teachers’ declarative knowledge of physics concepts, we have analyzed concept networks, which agglomerate 12 pre-service teacher students’ representations of the key elements in electricity and magnetism. We show that by using network-based methods, the interlinked connections of nodes, locally and globally, can be analyzed to reveal how different elements of the network are supported through their connections to other nodes in the network. Nodes with high global connectivity initialize contiguous concept patchworks within the network and are thus most often found to be abstract, general, and advanced concepts. Locally cohesive concepts, on the other hand, are nearly always auxiliary supporting concepts, related to specific textbook-type experiments and model-type conceptional elements. Comparisons of group-level knowledge and individual pre-service teacher students’ knowledge in the form of networks shows that while in group-level the aggregated knowledge is expert-like, at the individual level pre-service teacher students possess only a fraction of that knowledge.
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34

Dunn, Jason W., and Julius Barbanel. "One model for an integrated math/physics course focusing on electricity and magnetism and related calculus topics." American Journal of Physics 68, no. 8 (August 2000): 749–57. http://dx.doi.org/10.1119/1.19537.

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35

Tiruneh, Dawit Tibebu, Mieke De Cock, Ataklti G. Weldeslassie, Jan Elen, and Rianne Janssen. "Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism." International Journal of Science and Mathematics Education 15, no. 4 (February 29, 2016): 663–82. http://dx.doi.org/10.1007/s10763-016-9723-0.

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36

Qadir, Asghar, and D. P. Mason. "Sesquicentennial of the presentation by James Clerk Maxwell of his paper "A Dynamical Theory of the Electromagnetic Field" to the Royal Society of London." International Journal of Modern Physics: Conference Series 38 (January 2015): 1560070. http://dx.doi.org/10.1142/s2010194515600708.

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James Clerk Maxwell is generally regarded as the greatest contributor to the development of Physics in the time between Newton and Einstein. His most important contributions are the Kinetic Theory of Gases and Electromagnetism which is the unified theory of Electricity and Magnetism. Although his major work on Electromagnetism was published in 1865 it was read at a meeting of the Royal Society of London in 1864. The sesquicentennial of the theory correctly falls in 2014. In this article that event is celebrated. Parts of his early and professional life are described. Aspects of his many contributions are discussed but mainly we concentrate on his contributions through thermal and electromagnetic Physics.
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37

Ponferrada, C. O., J. G. Daque, D. C. L. Buadlart, E. J. L. Cabigon, and V. R. K. R. Galarpe. "Laboratory Safety Awareness Among General Physics Undergraduate Students." Engineering, Technology & Applied Science Research 7, no. 6 (December 18, 2017): 2324–27. http://dx.doi.org/10.48084/etasr.1632.

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Safety awareness in the laboratory is essential to reduce occupational risks. This study was conducted to determine the students’ safety awareness in a Physics laboratory. This study determined the student perception towards safety awareness by factors of gender and college from which students are enrolled. A sum of 324 students enrolled in Physics10 (Mechanics and Heat) and Physics11 (Electricity and Magnetism) in the Mindanao University of Science and Technology (MUST) were randomly selected as survey respondents. A modified survey questionnaire was used as research instrument. The results show that the students had positive level of safety awareness and perceived positively on the preventive measures to reduce laboratory risk. Further, regardless of gender students enrolled in Physics 10 were more positively aware towards safety awareness than students enrolled in Physics 11. Similarly, a variation among the students perception towards safety awareness from the College of Engineering and Architecture (CEA) and College of Industrial and Information Technology (CIIT) occurred. Overall, present findings indicate a need to introduce laboratory safety awareness in Physics classes.
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38

Kozibay, A. K., G. I. Zhanbekova, and G. A. Akhmetkalieva. "METHODS OF PRESENTATION OF THE BASIC CONCEPTS TO STUDENTS WHEN PERFORMING LABORATORY WORK IN PHYSICS IN TECHNICAL UNIVERSITIE." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (March 10, 2020): 219–24. http://dx.doi.org/10.51889/2020-1.1728-7901.38.

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In this article, when performing laboratory work with electricity and magnetism general physics in technical universities students are encouraged to explain the operation procedure and the internal structure of the electrical appliances to expand the measurement range of the ammeter and voltmeter and to determine the values of parts on the scale. The article deals with the development and justification of methods of laboratory work in physics with elements of research aimed at the implementation of criteria-context method of training. Here, the methodology of our analytical work is the integration of scientific theory and professional sphere in the process of teaching students to use scientific elements from deductive scientific data collection and laboratory work. Methodological methods of laboratory work in technical universities, their value for future specialists are explained.
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39

Marhadi, H., L. Lazim, N. Hermita, M. Alpusari, A. Widyanthi, A. Suhandi, S. Sutarno, K. Mahbubah, and A. Samsudin. "Implementing a four-tier diagnostic test to assess elementary school students’ on electricity magnetism concept." Journal of Physics: Conference Series 1157 (February 2019): 032020. http://dx.doi.org/10.1088/1742-6596/1157/3/032020.

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40

MacIsaac, Dan. "Web Resources for Teaching Introductory Electric and Magnetic Fields: The MIT TEAL Physics 8.02 Electricity & Magnetism Project." Physics Teacher 43, no. 2 (February 2005): 126. http://dx.doi.org/10.1119/1.1855764.

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41

Gok, Tolga. "THE IMPACT OF PEER INSTRUCTION ON COLLEGE STUDENTS’ BELIEFS ABOUT PHYSICS AND CONCEPTUAL UNDERSTANDING OF ELECTRICITY AND MAGNETISM." International Journal of Science and Mathematics Education 10, no. 2 (September 27, 2011): 417–36. http://dx.doi.org/10.1007/s10763-011-9316-x.

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42

Wen, Xiao-Gang. "Four revolutions in physics and the second quantum revolution — A unification of force and matter by quantum information." International Journal of Modern Physics B 32, no. 26 (October 18, 2018): 1830010. http://dx.doi.org/10.1142/s0217979218300104.

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Newton’s mechanical revolution unifies the motion of planets in the sky and the falling of apples on Earth. Maxwell’s electromagnetic revolution unifies electricity, magnetism, and light. Einstein’s relativistic revolution unifies space with time, and gravity with space–time distortion. The quantum revolution unifies particle with waves, and energy with frequency. Each of those revolution changes our world view. In this article, we will describe a revolution that is happening now: the second quantum revolution which unifies matter/space with information. In other words, the new world view suggests that elementary particles (the bosonic force particles and fermionic matter particles) all originated from quantum information (qubits): they are collective excitations of an entangled qubit ocean that corresponds to our space. The beautiful geometric Yang–Mills gauge theory and the strange Fermi statistics of matter particles now have a common algebraic quantum informational origin.
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43

Parks, Beth. "Erratum: “Research-inspired problems for electricity and magnetism” [Am. J. Phys. 74 (4), 351–354 (2006)]." American Journal of Physics 74, no. 9 (September 2006): 841. http://dx.doi.org/10.1119/1.2218360.

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44

Aguilar-Marín, Pablo, Mario Chavez-Bacilio, and Segundo Jáuregui-Rosas. "Using analog instruments in Tracker video-based experiments to understand the phenomena of electricity and magnetism in physics education." European Journal of Physics 39, no. 3 (March 27, 2018): 035204. http://dx.doi.org/10.1088/1361-6404/aaa8f8.

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45

DeSilva, L. Ajith, Adam Pullen, and J. E. Hasbun. "Enhancing student performance in introductory physics in topics related to electricity and magnetism through the use of voluntary workshops." European Journal of Physics 39, no. 3 (March 13, 2018): 035702. http://dx.doi.org/10.1088/1361-6404/aaaaca.

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46

Distrik, I. Wayan, Chandra Ertikanto, Agus Suyatna, and Wayan Suana. "THE EFFECT OF REAL MODEL IN ENHANCING METACOGNITION OF ABSTRACT PHYSICS TOPIC." International Journal of Research -GRANTHAALAYAH 6, no. 6 (June 30, 2018): 389–95. http://dx.doi.org/10.29121/granthaalayah.v6.i6.2018.1383.

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This paper outlines the effect of REAL model in enhancing students' metacognitive abilities on abstract physics topics, such as electricity and magnetism. The study employed a pre-test and post-test quasi-experimental design with a control group. The experiment group (n = 30) was taught using the REAL model while control group (n = 30) was taught using the traditional method. REAL model includes recognizing the concept of targets through analogies, explaining concepts with multiple representations, applying concepts to sample solutions, and looking back at self-weakness through reflection self. Pre-test and post-tests were given at the beginning and at the end of the treatment for each group. Data were analyzed by descriptive and inferential methods. The results showed that REAL model has a positive effect in increasing students’ metacognitive ability shown by significant n-gain difference between experiment and control groups. During the study, students also felt motivated and more confident in solving physics problems shown by more than 80% of them responded positively to the learning model.
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47

Adair, Robert K. "Electricity and Magnetism in Biological Systems Electricity and Magnetism in Biological Systems , D. T. Edmonds Oxford U. Press, New York, 2001. $75.00, $40.00 paper (286 pp.). ISBN 0-19-850680-5, ISBN 0-19-850679-1 paper." Physics Today 55, no. 5 (May 2002): 59–60. http://dx.doi.org/10.1063/1.1485588.

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48

Velychko, Oleh. "Possibilities of linking results of key and supplementary comparisons in field of electricity and magnetism." Measurement 144 (October 2019): 167–72. http://dx.doi.org/10.1016/j.measurement.2019.05.048.

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49

Crispino, Luís C. B. "Expeditions for the observation in Sobral, Brazil, of the May 29, 1919 total solar eclipse." International Journal of Modern Physics D 27, no. 11 (August 2018): 1843004. http://dx.doi.org/10.1142/s0218271818430046.

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Abstract:
I report on the three expeditions organized to observe, in the Brazilian State of Ceará, the total solar eclipse on May 29, 1919. Apart from the well-known British expedition, which aimed to perform measurements of the bending of stellar light rays passing near the Sun, resulting in the confirmation of Einstein’s Theory of General Relativity, there were two other expeditions in that occasion. One has been a Brazilian expedition, organized by the National Observatory, with the aim of studying the solar corona. The other has been a North-American expedition, organized by the Carnegie Institution, aiming to perform measurements related to terrestrial magnetism and atmospheric electricity.
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50

Kühne, Rainer W. "A Model of Magnetic Monopoles." Modern Physics Letters A 12, no. 40 (December 28, 1997): 3153–59. http://dx.doi.org/10.1142/s0217732397003277.

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Abstract:
The possibility of the existence of magnetic charges is one of the greatest unsolved issues of the physics of this century. The concept of magnetic monopoles has at least two attractive features: (i) Electric and magnetic fields can be described equivalently. (ii) In contrast to quantum electrodynamics, models of monopoles are able to explain the quantization of electric charge. We suggest a quantum field theoretical model of the electromagnetic interaction that describes electricity and magnetism as equivalent as possible. This model requires the cross-section of Salam's "magnetic photon" to depend on the absolute motion of the electric charge with which it interacts. We suggest a tabletop experiment to verify this magnetic photon. Its discovery by the predicted effect would have far-reaching consequences: (i) Evidence for a new gauge boson and a new kind of radiation which may find applications in medicine. (ii) Evidence for symmetrized Maxwell equations. (iii) Evidence for an absolute rest frame that gives rise to local physical effects and violation of Einstein's relativity principle.
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