Journal articles: 'Grade 11 Physics'

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Šlekienė, Violeta, and Loreta Ragulienė. "REALIZATION OF VISUAL PRINCIPLE USING MECHANICS DEMONSTRATIONS OF GRADE 11 IN PHYSICS EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 3 (December 5, 2009): 29–37. http://dx.doi.org/10.48127/gu-nse/09.6.29b.

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This article reveals the importance of the visual principle in physics education process and its im-plementation using mechanics demonstrations. Visual principle is a guiding principle of educational activi-ties in selecting the contents and the methods of teaching. Physics is an experimental science. Students can successfully master the basics of Physics provided the source of knowledge is a physical experiment based on the visual didactical principle. To optimize the teaching process it is necessary to visualize phenomena, processes or objects. Visualization is significant for problem solving in research and teaching. Physics demonstrations inure to this aim very well. Physics demonstration experiments illustrating mechanical phe-nomena for grade XI are presented and analyzed. The most of mechanical phenomena are characterized by different kinds of forces and energy. The relationships between them are showed by demonstration experi-ments. Demonstration experiments for determining the coefficient of friction, the body weight change of accelerating falling and the potential energy minimum principle are discussed. The place of the demonstra-tions and the possibilities of applying them during physics teaching are analyzed. Reasoning sequences for giving a logical sense to these physics demonstrations are introduced. These sequences have been based on the system of specially thinking schemes and prepared as a guide determining the steady movement toward a correct result. The demonstration and its reasoning sequence enable the pupils to understand essence of new subject, to colligate, to make conclusions. Reasoning sequences, prepared for demonstration experi-ments are efficient in training pupils’ way of thinking. Key words: visual principle, mechanical phenomena, force, energy, physics demonstration experiment, reasoning sequence, logical sense.

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Nguyễn Bảo Nguyên, Quách, and Lê Công Triêm. "Training cognitive learning skills for stuydent in teaching the "Electricity", physics grade 11." Journal of Science, Educational Science 61, no. 8B (2016): 179–86. http://dx.doi.org/10.18173/2354-1075.2016-0173.

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Chanserm, Tevarit, Jiraporn Tupsai, and Chokchai Yuenyong. "Grade 11 student’s mental model of the Nature of Light." Journal of Physics: Conference Series 1340 (October 2019): 012086. http://dx.doi.org/10.1088/1742-6596/1340/1/012086.

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Labudde, Peter, Walter Herzog, Markus P. Neuenschwander, Enrico Violi, and Charlotte Gerber. "Girls and physics: teaching and learning strategies tested by classroom interventions in grade 11." International Journal of Science Education 22, no. 2 (February 2000): 143–57. http://dx.doi.org/10.1080/095006900289921.

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Szmyrka-Grzebyk, A. "Reproducibility of industrial-grade platinum resistance thermometers type OPT 11." Cryogenics 29, no. 7 (July 1989): 761–62. http://dx.doi.org/10.1016/0011-2275(89)90147-1.

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Tairab, Hassan, Khaleel Al Arabi, Lutfieh Rabbani, and Sara Hamad. "Examining Grade 11 science students’ difficulties in learning about vector operations." Physics Education 55, no. 5 (August 6, 2020): 055029. http://dx.doi.org/10.1088/1361-6552/aba107.

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Mpofu, Sihlobosenkosi, and Vimolan Mudaly. "Grade 11 Rural Learners Understanding of Functions: A Commognition Perspective." African Journal of Research in Mathematics, Science and Technology Education 24, no. 2 (May 3, 2020): 156–68. http://dx.doi.org/10.1080/18117295.2020.1798670.

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Almzidi, Nasser S., and Ali H. Al Shuaili. "Identifying the Impact of Using Simulation Programs on Acquiring Physics Concepts for Female Students in Grade 11." Journal of Educational and Psychological Studies [JEPS] 11, no. 2 (March 1, 2017): 390. http://dx.doi.org/10.24200/jeps.vol11iss2pp390-406.

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This study aims at identifying the impact of using Simulation programs on acquiring physics concepts, and development of lab activity skills. The sample consisted of (54) female students in grade 11 in the General Education at schools in Al-Batinah North Governorate. The sample was divided into two groups: The experimental group (n=28) that studied physics using simulation, and the control group (n=26) that studied the same material but using the traditional method of teaching. To achieve the study aims three tools were prepared: The Physics Concepts Test, the Laboratory Work Skills Test, and Laboratory Work Skills Observation Card. After conducting the tests before and after the study treatment, and observing the student while working on the experiments, the study results showed that no statistical differences was indicated between the experimental group and the control group in terms of gain of physics concepts, and all lab activity skills. In addition, the results of the Laboratory Work Skills Observation Card showed that simulation programs made the student make most of the lab activity skills. In view of the findings of the study, some suggestions and recommendations were proposed for future research.

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Nemanič, Vincenc, Marko Žumer, and Bojan Zajec. "Deuterium retention in ITER-grade austenitic stainless steel." Nuclear Fusion 48, no. 11 (October 7, 2008): 115009. http://dx.doi.org/10.1088/0029-5515/48/11/115009.

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Resty C. Samosa. "Mobile Physics as Innovation to Reinvigorating Active Engagement and Learning Dynamics of Grade 11 Learners on Uniform Accelerated Motion." International Journal for Research in Applied Sciences and Biotechnology 8, no. 2 (April 5, 2021): 162–66. http://dx.doi.org/10.31033/ijrasb.8.2.21.

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Physics phenomena are widely viewed in daily life, and the technical nature of physics makes modern life seem to be simpler than it was many years ago. Physics teaching and learning, on the other hand, has not always been done effectively, especially in developing countries. This study aimed measured the effectiveness using mobile physics on students’ reinvigorating active engagement and learning dynamics on teaching uniform accelerated motion. The study employed the one-group pretest–posttest design. The design compared the result obtained from researcher – made - pretest and posttest and adapted science engagement scales. The study revealed that mobile physics as innovation had a positive effect on the learning dynamic of the learners, as evidenced by the significantly greater mean in the posttest. The data showed that there is significant difference in the pretest and posttest score of students in the utilization of mobile physics on teaching uniform accelerated motion. It is also evident that learners highly have engagement during the innovation on teaching uniform accelerated motion. Future utilization of this mobile physics as an innovation would raise learners’ active engagement and learning dynamics in teaching physics concepts.

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Kanthawat, C., W. Supap, and C. Klin-eam. "The development of grade 11 students’ mathematical literacy on sequences and series using mathematical modelling." Journal of Physics: Conference Series 1157 (February 2019): 032100. http://dx.doi.org/10.1088/1742-6596/1157/3/032100.

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Chotikarn, Nittaya, Aukkarawut Kanhapong, Jiraporn Tupsai, and Chokchai Yuenyong. "Enhancing Grade 11 students’ representation and connection in permutation and combination for their problem solving." Journal of Physics: Conference Series 1835, no. 1 (March 1, 2021): 012023. http://dx.doi.org/10.1088/1742-6596/1835/1/012023.

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Zhang, Haomin, Xi Cheng, and Liuran Cui. "Progress or Stagnation: Academic Assessments for Sustainable Education in Rural China." Sustainability 13, no. 6 (March 16, 2021): 3248. http://dx.doi.org/10.3390/su13063248.

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Educational sustainability development (ESD) is central to our sustainable future. To promote inclusive and equitable quality education under the backdrop of sustainable developmental goals (SDGs), we intend to understand how rural students perform in academic studies of post-compulsory high-school education in China by assessing their academic performance based on measurements of four content subjects: Chinese, English, Physics and Biology. A total of 93 senior high school students (Grade 11 and Grade 12) participated in this study and they were enrolled in a rural school from the Guizhou province, China. Our results yielded no significant differences in overall test scores between Grade 11 and Grade 12. Repeated measures multivariate analysis of covariance (MANCOVA) across grade level showed stagnant progress in English reading and a decrease in science-related subjects, which indicates a plateau of academic achievements in rural secondary education. Furthermore, the interactional analysis identified a gender gap leaning toward male students because boys scored higher than girls in the three tested subjects. Applied implications were discussed with respect to sustainable education development in rural areas.

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Lâm Đức, Nguyễn. "Teaching the definition of magnetic induction (11th grade physics) to improve students’ ability to solve high school physics problems." Journal of Science, Educational Science 60, no. 8 (2015): 102–11. http://dx.doi.org/10.18173/2354-1075.2015-0150.

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Nadapdap, Amipa Tri Yanti, and Edi Istiyono. "Developing physics problem-solving skill test for grade X students of senior high school." Research and Evaluation in Education 3, no. 2 (December 31, 2017): 114. http://dx.doi.org/10.21831/reid.v3i2.14982.

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This research aimed to develop a physics problem-solving skill (PSS) test for grade X students of senior high school which met test instrument characteristics and feasibility. The development stages included: (a) test designing, (b) test trial, and (c) test revision and preparation. The designing stage included: (1) needs analysis, (2) mapping, (3) drawing conclusion, (4) determining test purpose, (5) determining competencies, (6) determining materials, (7) preparing answers, (8) writing items, (9) validating content, (10) improving and preparing the test, and (11) preparing the scoring guide with PCM. The trial stage consisted of: (1) determining trial subjects, (2) performing trial, and (3) analyzing trial result data based on IRT. The study was performed in Kulonprogo involving 281 students. The result shows that the instrument fulfills content validity with Aiken’s V of 0.95 to 0.98. Based on INFIT MNSQ criteria, 52 items fit PCM, item difficulty index ranges from -1.47 to 0.88, meaning that all items are good, and information function analysis and SEM show that the test fits the ability between -1.3 and 2.7. Therefore, the test instrument meets the characteristics and feasibility to measure physics PSS in high school.

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Mbonambi, Martin Sipho, and Sarah Bansilal. "Comparing Grade 11 Mathematics and Mathematical Literacy Learners' Algebraic Proficiency in Temperature Conversion Problems." African Journal of Research in Mathematics, Science and Technology Education 18, no. 2 (May 4, 2014): 198–209. http://dx.doi.org/10.1080/10288457.2014.929247.

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Acut, Dharel P., and Rhett Anthony C. Latonio. "Utilization of stellarium-based activity: its effectiveness to the academic performance of Grade 11 STEM strand students." Journal of Physics: Conference Series 1835, no. 1 (March 1, 2021): 012082. http://dx.doi.org/10.1088/1742-6596/1835/1/012082.

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Park, K. R., K. h. Kim, S. Kwak, J. Svensson, J. Lee, and Y. c. Ghim. "Feasibility study of direct spectra measurements for Thomson scattered signals for KSTAR fusion-grade plasmas." Journal of Instrumentation 12, no. 11 (November 17, 2017): C11022. http://dx.doi.org/10.1088/1748-0221/12/11/c11022.

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Pagsangkanae, Phimnaphat, and Chokchai Yuenyong. "Applying the philosophy of sufficiency economy and STEAM knowledge of Grade 11 Students in the STS biodiversity Unit." Journal of Physics: Conference Series 1340 (October 2019): 012075. http://dx.doi.org/10.1088/1742-6596/1340/1/012075.

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Gönen, Selahattin, and Serhat Kocakaya. "A Cross-Age Study on the Understanding of Heat and Temperature." International Journal of Physics & Chemistry Education 2, no. 1 (February 16, 2010): 1–15. http://dx.doi.org/10.51724/ijpce.v2i1.116.

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The aims of this study were considered below under three headings. At these headings; the first was to elicit misconceptions that students had on the terms heat and temperature. The second was to understand how students’ prior learning affected their misconceptions. The third was to determine if students were able to make a connection between their own knowledge and physics in everyday life. To achieve these aims, a paper andpencil test composed of 14 multiple-chosen questions was designed, but only five questions related to heat and temperature. The test was administered to 342 students from different grades that ranged from grade 6 with students aged 11-12 years to Grade 8 with students aged 14-15 years. For this research qualitative methods were used. As a result of the analyses undertaken, it was found that students’ misunderstanding about the heat and temperature influenced their knowledge about these terms. Moreover, it was found that students had difficulties making connections between their knowledge and life experiences. Therefore, it was concluded that although students’ conceptions and misconceptions were acquired and stored, they occurred without ostensible links between everyday life and school experiences. Furthermore, depending on the instruction students received and over time, it was deduced that their conceptual understanding showed a steady increase from Grade 6 to Grade 8, except in the case of Item 1.

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LUO, Da-wei, Ning LIU, Yi-ping LU, Guo-liang ZHANG, and Ting-ju LI. "Removal of boron from metallurgical grade silicon by electromagnetic induction slag melting." Transactions of Nonferrous Metals Society of China 21, no. 5 (May 2011): 1178–84. http://dx.doi.org/10.1016/s1003-6326(11)60840-6.

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Wafo Soh, C. "Probabilistic approach to diffusion in shear flows of generalized viscoelastic second-grade fluids." Journal of Statistical Mechanics: Theory and Experiment 2010, no. 11 (November 9, 2010): P11017. http://dx.doi.org/10.1088/1742-5468/2010/11/p11017.

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Nongkhunsarn, Amorn, Chokchai Yuenyong, Jiraporn Tupsai, and Tawee Sranamkam. "Grade 11 Student’s Mental Model of Fluid and Analytical Thinking in Science Teaching Through Science Technology and Society (STS) Approach." Journal of Physics: Conference Series 1340 (October 2019): 012043. http://dx.doi.org/10.1088/1742-6596/1340/1/012043.

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Fikriah, E., I. M. Arnawa, Yerizon, A. Asmar, and S. Bahri. "Development of learning media based on to improve the mathematical problem solving abilities of grade 11 senior high school student." Journal of Physics: Conference Series 1742 (January 2021): 012029. http://dx.doi.org/10.1088/1742-6596/1742/1/012029.

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Bunprom, S., C. Boontemsuk, J. Tupsai, and C. Yuenyong. "Examining Grade 11 students’ existing ideas of engineering design process of fluid and Bernoulli’s principle through Predict-Observe-Explain (POE)." Journal of Physics: Conference Series 1835, no. 1 (March 1, 2021): 012026. http://dx.doi.org/10.1088/1742-6596/1835/1/012026.

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Satchakett, Nakin, and Aduldej Thana. "STEM education Project-Based Learning Activities impacting on teamwork skills and Satisfaction of grade 11 Students in Khon Kaen Wittayayon School." Journal of Physics: Conference Series 1340 (October 2019): 012037. http://dx.doi.org/10.1088/1742-6596/1340/1/012037.

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Kotoka, Jonas, and Jeanne Kriek. "The Impact of Computer Simulations as Interactive Demonstration Tools on the Performance of Grade 11 Learners in Electromagnetism." African Journal of Research in Mathematics, Science and Technology Education 18, no. 1 (January 2, 2014): 100–110. http://dx.doi.org/10.1080/10288457.2014.884263.

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Gunn, G. Brandon, Adam S. Garden, Rong Ye, Noveen Ausat, Kristina R. Dahlstrom, William H. Morrison, C. David Fuller, et al. "Proton Therapy for Head and Neck Cancer: A 12-Year, Single-Institution Experience." International Journal of Particle Therapy 8, no. 1 (June 1, 2021): 108–18. http://dx.doi.org/10.14338/ijpt-20-00065.1.

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Abstract Purpose To characterize our experience and the disease control and toxicity of proton therapy (PT) for patients with head and neck cancer (HNC). Patients and Methods Clinical outcomes for patients with HNC treated with PT at our institution were prospectively collected in 2 institutional review board–approved prospective studies. Descriptive statistics were used to summarize patient characteristics and outcomes. Overall survival, local-regional control, and disease-free survival were estimated by the Kaplan-Meier method. Treatment-related toxicities were recorded according to the Common Terminology Criteria for Adverse Events (version 4.03) scale. Results The cohort consisted of 573 patients treated from February 2006 to June 2018. Median patient age was 61 years. Oropharynx (33.3%; n = 191), paranasal sinus (11%; n = 63), and periorbital tissues (11%; n = 62) were the most common primary sites. Patients with T3/T4 or recurrent disease comprised 46% (n = 262) of the cohort. The intent of PT was definitive in 53% (n = 303), postoperative in 37% (n = 211), and reirradiation in 10% (n = 59). Median dose was 66 Gy (radiobiological equivalent). Regarding systemic therapy, 43% had received concurrent (n = 244), 3% induction (n = 19), and 15% (n = 86) had both. At a median follow-up of 2.4 years, 88 patients (15%) had died and 127 (22%) developed disease recurrence. The overall survival, local-regional control, and disease-free survival at 2 and 5 years were, respectively, 87% and 75%, 87% and 78%, and 74% and 63%. Maximum toxicity (acute or late) was grade 3 in 293 patients (51%), grade 2 in 234 patients (41%), and grade 1 in 31 patients (5%). There were 381 acute grade 3 and 190 late grade 3 unique toxicities across 212 (37%) and 150 (26%) patients, respectively. There were 3 late-grade 4 events across 2 patients (0.3%), 2 (0.3%) acute-grade 5, and no (0%) late-grade 5 events. Conclusions The overall results from this prospective study of our initial decade of experience with PT for HNC show favorable disease control and toxicity outcomes in a multidisease-site cohort and provide a reference benchmark for future comparison and study.

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Nori, Afrima, Zulirfan Zulirfan, and Zuhdi Ma’aruf. "AN ANALYSIS OF STUDENT’S CRITICAL THINKING SKILLS IN PHYSICS LESSON IN SMA 8 PEKANBARU." Jurnal Geliga Sains: Jurnal Pendidikan Fisika 7, no. 1 (July 24, 2019): 11. http://dx.doi.org/10.31258/jgs.7.1.11-17.

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Critical thinking ability is one of the high-level thinking skills that are problem solving skills essentially. Themain purpose of this research is to describe the level of students' critical thinking skills in physics subjects atSMAN 8 Pekanbaru. The population in the study were 316 students of grade 11 of SMAN 8 Pekanbaru.Samples were taken by purposive sampling so that a sample of 33 students. The instrument of this research isa test of critical thinking skills which is based on 12 indicators of critical thinking skills. Data was collectedby giving a test of critical thinking skills to the sample. Data analysis in this study used descriptive, whichprovide an overview of the level of critical thinking skills. The results of this study provide information thatthe average percentage of critical thinking skills students of SMAN 8 Pekanbaru is 50.88% with a moderatelevel of critical thinking ability.

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McDevitt, Bríd, Lisa Moore, Nishat Akhtar, James Connolly, Rónán Doherty, and William Scott. "Validity of a Novel Research-Grade Physical Activity and Sleep Monitor for Continuous Remote Patient Monitoring." Sensors 21, no. 6 (March 13, 2021): 2034. http://dx.doi.org/10.3390/s21062034.

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In the midst of the COVID-19 pandemic, Remote Patient Monitoring technologies are highly important for clinicians and researchers. These connected-health technologies enable monitoring of patients and facilitate remote clinical trial research while reducing the potential for the spread of the novel coronavirus. There is a growing requirement for monitoring of the full 24 h spectrum of behaviours with a single research-grade sensor. This research describes a free-living and supervised protocol comparison study of the Verisense inertial measurement unit to assess physical activity and sleep parameters and compares it with the Actiwatch 2 actigraph. Fifteen adults (11 males, 23.4 ± 3.4 years and 4 females, 29 ± 12.6 years) wore both monitors for 2 consecutive days and nights in the free-living study while twelve adults (11 males, 23.4 ± 3.4 years and 1 female, 22 ± 0 years) wore both monitors for the duration of a gym-based supervised protocol study. Agreement of physical activity epoch-by-epoch data with activity classification of sedentary, light and moderate-to-vigorous activity and sleep metrics were evaluated using Spearman’s rank-order correlation coefficients and Bland–Altman plots. For all activity, Verisense showed high agreement for both free-living and supervised protocol of r = 0.85 and r = 0.78, respectively. For physical activity classification, Verisense showed high agreement of sedentary activity of r = 0.72 for free-living but low agreement of r = 0.36 for supervised protocol; low agreement of light activity of r = 0.42 for free-living and negligible agreement of r = −0.04 for supervised protocol; and moderate agreement of moderate-to-vigorous activity of r = 0.52 for free-living with low agreement of r = 0.49 for supervised protocol. For sleep metrics, Verisense showed moderate agreement for sleep time and total sleep time of r = 0.66 and 0.54, respectively, but demonstrated high agreement for determination of wake time of r = 0.83. Overall, our results showed moderate-high agreement of Verisense with Actiwatch 2 for assessing epoch-by-epoch physical activity and sleep, but a lack of agreement for activity classifications. Future validation work of Verisense for activity cut-point potentially holds promise for 24 h continuous remote patient monitoring.

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Pinasa, Siwa, and Luksanawadee Srisook. "STEM education project-Based and Robotic Learning Activities impacting on creativity and Attitude of grade 11 Students in Khon Kaen Wittayayon School." Journal of Physics: Conference Series 1340 (October 2019): 012038. http://dx.doi.org/10.1088/1742-6596/1340/1/012038.

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Yuriza, Putri Emilia, Adisyahputra Adisyahputra, and Diana Vivanti Sigit. "Correlation between higher-order thinking skills and level of intelligence with scientific literacy on junior high school students." Biosfer 11, no. 1 (April 3, 2018): 13–21. http://dx.doi.org/10.21009/biosferjpb.11-1.2.

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Scientific literacy is the major purpose in learning science for 15 year-old students before they learn science in separated field such as physics, biology, and chemistry.The aim of this research was to determine the correlation between higher-order thinking skills and level of intelligence with scientific literacy on junior high school students. This research involved 189 students grade IX in East Jakarta as the samples. The method used in this research was descriptive quantitative and using multiple correlation to test the hypothesis. The writer collected the data by utilizing Programme for International Students Assessment 2009’s scientific literacy test and Kamalia 2011’s higher order thinking skills test. IQ test results data from each school used to know the level of intelligence. Research hypothesis tested by Pearson Product Moment correlation with α=0,05. Coefficient of correlation was 0,350, it means that there was positive correlation higher-order thinking skills and level of intelligence with scientific literacy on junior high school students.

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Rizvan qızı Həsənli, Nərmin. "Application of B. Blum's taxonomy for the creation of a learning environment in the teaching of geography." NATURE AND SCIENCE 11, no. 06 (August 23, 2021): 30–34. http://dx.doi.org/10.36719/2707-1146/11/30-34.

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The aim of the study is to examine the achievements of the 9th grade Geography curriculum based on the revised cognitive stages of Blum's taxonomy. Grade 9 is a class level where students take a geography course for the first time, so it is important to analyze the achievements of this class. Document analysis, one of the qualitative research methods, was used in the research. Although there are achievements in the curriculum that correspond to the stages of application, analysis, and evaluation, it is found that there is no success that represents the stage of creation. Studies show that gains are insufficient in terms of high-level cognitive processes and are not evenly distributed among the dimensions. Based on the results of the research, recommendations were given to experts, researchers and textbook authors on curriculum development. Key words: Geography, subject teaching, Blum Taxonomy, learning environment, taxonomy, education, teaching

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Log, Torgrim. "Consumer Grade Weather Stations for Wooden Structure Fire Risk Assessment." Sensors 18, no. 10 (September 27, 2018): 3244. http://dx.doi.org/10.3390/s18103244.

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During January 2014, Norway experienced unusually cold and dry weather conditions leading to very low indoor relative humidity (RH) in inhabited (heated) wooden homes. The resulting dry wood played an important role in the two most severe accidental fires in Norway recorded since 1923. The present work describes testing of low cost consumer grade weather stations for recording temperature and relative humidity as a proxy for dry wood structural fire risk assessment. Calibration of the weather stations relative humidity (RH) sensors was done in an atmosphere stabilized by water saturated LiCl, MgCl2 and NaCl solutions, i.e., in the range 11% RH to 75% RH. When calibrated, the weather station results were well within ±3% RH. During the winter 2015/2016 weather stations were placed in the living room in eight wooden buildings. A period of significantly increased fire risk was identified in January 2016. The results from the outdoor sensors compared favorably with the readings from a local meteorological station, and showed some interesting details, such as higher ambient relative humidity for a home close to a large and comparably warmer sea surface. It was also revealed that a forecast predicting low humidity content gave results close to the observed outdoor weather station data, at least for the first 48 h forecast.

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Yehya, Fouad Mounier, Aziz M. Barbar, and Suzanne Abou-Rjelil. "Learning with simulations: Influence of a computer simulation with hand- on activities on students' learning of the physics capacitors' concepts." Research in Social Sciences and Technology 4, no. 1 (May 6, 2019): 1–29. http://dx.doi.org/10.46303/ressat.04.01.1.

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The persistence of this study was to investigate the contribution of a computer simulation to studentsÂ´ learning of physics concepts (charging and discharging of capacitors). Interactive computer simulation (Crocodile simulation) was used to spread over the aim of this study. This attempt assesses the progress in understanding the concepts by grade 11 Scientific section after four complete periods (200 minutes) in two different situations: 1- using only a computer simulation; 2-using computer simulation with â€œhand- onâ€ activities. The progress was measured through post-test. The results of both descriptive and inferential statistics show that the learnersâ€™ understanding of capacitorsâ€™ concepts that can be enhanced and were highly achieved when learners used the computer simulation combined with â€œhand- onâ€ activities. The use of Hands-on activities was identified as the cause of this differentiation.

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Abidin, Aang Zainul, Edi Istiyono, Nunung Fadilah, and Wipsar Sunu Brams Dwandaru. "A computerized adaptive test for measuring the physics critical thinking skills in high school students." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 376. http://dx.doi.org/10.11591/ijere.v8i3.19642.

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Classical assessments that are not comprehensive and do not distinguish students' initial abilities make measurement results far from the actual abilities. This study was conducted to produce a computerized adaptive test for physics critical thinking skills (CAT-PhysCriTS) that met the feasibility criteria. The test was presented for the physics subject of 11th grade high school students with two-tier multiple-choice format. This development research was based on the 4-D model combined with the test development model by Oriondo & Antonio. Eleven experts and 577 11th grade high school students in Kulonprogo, Indonesia, have participated. The media feasibility and the content validity of the items was assessed by experts, while item and abilities parameters were estimated by item response theory. The results obtained: 1) CAT media was declared very feasible and content validity of 136 items was declared valid; 2) all items fitted to partial credit model, the item reliability was classified as good, and the difficulty index of items was good; 3) the results of the CAT-PhysCriTS were equivalent to students academic achievement. Based on the results, CAT-PhysCriTS has fulfilled the requirements as a measuring instrument with measurement times were faster and more comprehensive for large-scale assessments.

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Virginiawaty, K. K., and M. J. Saragih. "The implementation of connecting, organizing, reflecting, extending to improve mathematics connection grade 11 science student at one of Christian Senior High School in Rantepao." Journal of Physics: Conference Series 1307 (August 2019): 012011. http://dx.doi.org/10.1088/1742-6596/1307/1/012011.

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Ndihokubwayo, Kizito, Michael Ralph, Irénée Ndayambaje, and Jean Uwamahoro. "Dataset for measuring the conceptual understanding of optics in Rwanda." F1000Research 10 (July 28, 2021): 679. http://dx.doi.org/10.12688/f1000research.53135.1.

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This dataset is an accumulation of data collected to test Rwandan physics students’ conceptual understanding of light phenomena and to assess instructional tools for active learning of optics. We collected and analysed data from 251 grade 11 (senior 5) students using our Light Phenomena Conceptual Assessment (LPCA) tool and from 136 grade 10 (senior 4) students using Geometric Optics Conceptual Understanding Test (GOCUT) in 2019. Before collecting data, we designed and validated LPCA and GOCUT, and tested their reliability. Data were collected before and after students learnt about the unit of light. Both day and boarding schools in rural and urban areas were included in our sampling. Data collected were test scores from students after performing a 30-item LPCA test or 25-item GOCUT test in 40 minutes. The data may be reused to extend students' understanding of optics concepts through item analysis, analysis of school characteristics such as location and school type, or by analysing students' characteristics such as subject combinations.

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Filippov, A. M., I. Yu Ruskol, A. R. Dolotko, E. I. Alekseeva, and Р. A. Storozsenko. "Study of the impurities in technical-grade 1,3,5-trimethyl-1,3,5-triphenylcyclotrisiloxane by gas chromatography-mass spectrometry." Industrial laboratory. Diagnostics of materials 87, no. 7 (July 24, 2021): 8–16. http://dx.doi.org/10.26896/1028-6861-2021-87-7-8-16.

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Polymerization of 1,3,5-trimethyl-1,3,5-triphenylcyclotrisiloxane is the main method for manufacturing methylphenylsiloxane rubbers, and copolymerization of octamethylcyclotetrasiloxane and 1,3,5-trimethyl-1,3,5-triphenylcyclotrisiloxane is the main method for production of high- and low-molecular weight dimethylmethylphenylsiloxane rubbers. The molecular weight, viscosity, and other properties of the obtained polymers depend on the purity of cyclosiloxanes. The technology of 1,3,5-trimethyl-1,3,5-triphenylcyclotrisiloxane production by thermocatalytic decomposition of methylphenylsiloxanes in the presence of lithium hydroxide or lithium silanolate, followed by vacuum rectification, makes it possible to obtain a product containing 1,3,5,7-tetramethyl-1,3,5,7-tetraphenylcyclotetrasiloxanes, tetraphenyldimethyldisiloxane as impurities and trace amounts of phenyl-containing siloxanes of cyclic and linear structure. The impurities of polycyclic and polyhedral structures have not been previously described. In this study, the method of gas chromatography-mass spectrometry is used to analyze compounds that can be present as impurities in technical-grade 1,3,5-trimethyl-1,3,5-triphenylcyclotrisiloxane. The use of the previously described regularities of the fragmentation of siloxanes of different structures made it possible to identify a number of siloxanes which are absent in the NIST 11 mass spectra library. It is shown that polycyclic and polyhedral compounds containing methylsilsesquioxane units have a short fragmentation path. They are characterized by ionization with the elimination of the methyl group and benzene in case of two phenyl groups in the molecule. The siloxane skeleton of such cations is rather stable, so they more readily lose another methyl group thus transforming into double-charged cations. The impact of electron ionization on the molecules with siloxane units containing different organic substituents at silicon leads to randomization of those substituents and rearrangement of the siloxane skeleton. Analysis of the results revealed that silanes, siloxanes of linear, cyclic, polycyclic and polyhedral structures are present in technical grade 1,3,5-trimethyl-1,3,5-triphenylcyclotrisiloxane.

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Sulasih, Sulasih, Sarwanto Sarwanto, and Suparmi Suparmi. "Physics Learning with Metacognitive Approach through Problem Based Learning (PBL) and Reciprocal Learning (RL) model Viewed from Students' Critical Thinking Skill." International Journal of Pedagogy and Teacher Education 2 (January 31, 2018): 9. http://dx.doi.org/10.20961/ijpte.v2i0.19896.

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Teachers have not been optimal in strengthening students' cognitive awareness in learning physics. This study aims to determine the effect of learning with a metacognitive approach through Problem Based Learning (PBL) and Reciprocal Learning (RL) model among students who have high critical thinking ability and low critical thinking ability. This research is an experimental study with the 2x2x2 factorial design. Object research is students of grade 11 science class in a high school in Central Java. The sample was obtained by cluster random sampling technique obtained by one class as an experimental and another class as a control. Data collection techniques use test techniques for their cognitive learning outcomes as well as their critical thinking skills and questionnaire and observation techniques for their attitude and skill learning outcomes. Analysis of the data using ANOVA 2 ways. The results show: (1) there are differences in learning outcomes between students who were given Physics learning model of PBL with reciprocal learning model. (2) There are differences in learning outcomes between students who have high critical thinking skills and low critical thinking skills. (3) There is no interaction between physics learning of PBL model and Physics learning of reciprocal learning model with students' critical thinking ability.

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Omiles, Maculeta E., Judy B. Dumlao, Quola Karen C. Rubio, and Eufrecina Jean D. R. Ramirez. "Development of the 21st Century Skills through Educational Video Clips." International Journal on Studies in Education 1, no. 1 (February 20, 2020): 11–20. http://dx.doi.org/10.46328/ijonse.5.

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This study investigated on how well the students can explain science concepts through movie scene clips as a summative assessment. It focused on the depth of the concepts learned in physics, chemistry, and earth and life science, and to the 21st century skills developed by the students while combining the scene clips and reviewing the concepts observed from the scenes. Ninety seven students from three different schools in Luzon, Philippines during the first semester of school year 2017-2018 were selected to participate: grade 12 students under the Science, Technology, Engineering, and Mathematics strand enrolled in General Physics 1 from Pamantasan ng Lungsod ng Maynila, second year college students enrolled in General Chemistry from Bataan Peninsula State University and grade 11 students under the General Academic Strand enrolled in Earth and Life Science from Isaac Lopez Integrated School in Mandaluyong City. Students grouped in 4-5 members were required to choose a film and clip the scenes which have applications and violations of science concepts observed from the scenes. The outcomes were then presented in class. The result reveals a 3.1 mean in the students’ mastery of the concepts in physics, 3.0 mean in chemistry, and 3.2 in earth and life science, with 4.0 as the basis of an excellent mark. This shows that the mastery of the concepts learned in each subject falls under the proficient category. The study has also found support in the development of the students’ 21st century skills, which are creativity, teamwork, communication, critical thinking, digital competencies, leadership, and planning.

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Karlina, Nini, La Sahara, and Luh Sukariasih. "Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Aktivitas dan Hasil Belajar IPA Fisika Siswa SMP." Jurnal Penelitian Pendidikan Fisika 4, no. 1 (January 1, 2019): 8. http://dx.doi.org/10.36709/jipfi.v4i1.14138.

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This study aims to : (1) describe the learning activities of students in learning science especially in the study of physics on the subject matter of light and optical devices in students of class VIII Togomangura Satap Junior High School taught through the guided inquiry learning model; (2) describing the improvement of science learning outcomes in the study of the physical subject matter of light and optical devices in grade VIII students of Togomangura Satap Junior High School which are taught through guided inquiry learning models; (3) describe the increase in completeness of natural science learning, especially in the physics study of eighth grade students of Togomangura Satap Junior High School who are taught by applying the guided inquiry learning model. The subjects of this study were all eighth grade students of Togomangura Public Middle School with 18 students, consisting of 11 men and 7 women. The data collection technique was carried out by observation and student learning achievement test in the form of a description test. Data analysis techniques using descriptive statistics. Based on the results of data analysis and discussion, it can be concluded that: (1) the learning activities of students by applying the guided inquiry learning model in each cycle tend to increase and improve in each unit of student activity. This is indicated by the acquisition of an average score of cycle I of 2,6 which belongs to the sufficient category and increased in cycle II to 3,8 which belongs to the good category; (2) science learning outcomes of students in class VIII Togomagura Satpap can be improved by applying the guided inquiry learning model to the subject matter of light and optical devices, where in cycle I is obtained an average value of 59,2 with a standard deviation of 22,9 and at cycle II obtained an average value of 65,6 with a standard deviation of 23,4; (3) completeness of science learning for students of class VIII Togomagura Satpap Junior High School taught through the use of guided inquiry learning models in each cycle tends to increase, where in cycle I the percentage of mastery learning outcomes is 27,8 % and in cycle II is 66,7 % .

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Siu-Ping, Ng, and Fung Chak-Him. "Flipped Classroom With Simulation Assists Students Learning the Vector Knowledge." Journal of Education and Training Studies 8, no. 12 (November 30, 2020): 35. http://dx.doi.org/10.11114/jets.v8i12.5093.

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AbstractVectors are critically important in mathematics and physics because it forms the basis of the university curriculum, yet it is a challenging task for high-school students. In this study, test papers were distributed to 18 Grade 11 high-school students in Mainland China, while interviews were conducted on four students and one school leader. The analysis of pre- and post-test scores and interviews reveals that flipped classroom with Physics Education Technology (PhET) simulation promotes students’ learning performance with t(17)=5.818, р<.001. In particular, visualization and dragging enhance understanding of the basic concepts of the topic. Not requiring interaction between teachers and students, flipped classroom with PhET simulation contributes to students’ learning progress especially when the traditional face-to-face lecture is not available due to special circumstances such as spreading the novel coronavirus (COVID-19). It may also serve as a prototype of artificial intelligence(AI) in education.

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Feng, Yong-qiang, Qian-hao Luo, Qian Wang, Shuang Wang, Zhi-xia He, Wei Zhang, Xin Wang, and Qing-song An. "Entropy and Entransy Dissipation Analysis of a Basic Organic Rankine Cycles (ORCs) to Recover Low-Grade Waste Heat Using Mixture Working Fluids." Entropy 20, no. 11 (October 24, 2018): 818. http://dx.doi.org/10.3390/e20110818.

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Mixture working fluids can reduce effectively energy loss at heat sources and heat sinks, and therefore enhance the organic Rankine cycle (ORC) performance. The entropy and entransy dissipation analyses of a basic ORC system to recover low-grade waste heat using three mixture working fluids (R245fa/R227ea, R245fa/R152a and R245fa/pentane) have been investigated in this study. The basic ORC includes four components: an expander, a condenser, a pump and an evaporator. The heat source temperature is 120 °C while the condenser temperature is 20 °C. The effects of four operating parameters (evaporator outlet temperature, condenser temperature, pinch point temperature difference, degree of superheat), as well as the mass fraction, on entransy dissipation and entropy generation were examined. Results demonstrated that the entransy dissipation is insensitive to the mass fraction of R245fa. The entropy generation distributions at the evaporator for R245/pentane, R245fa/R152a and R245fa/R227ea are in ranges of 66–74%, 68–80% and 66–75%, respectively, with the corresponding entropy generation at the condenser ranges of 13–21%, 4–17% and 11–21%, respectively, while those at the expander for R245/pentane, R245fa/R152a and R245fa/R227ea are approaching 13%, 15% and 14%, respectively. The optimal mass fraction of R245fa for the minimum entropy generation is 0.6 using R245fa/R152a.

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Essien, Anthony A. "The Role of Language in the Teaching and Learning of Early Grade Mathematics: An 11-year Account of Research in Kenya, Malawi and South Africa." African Journal of Research in Mathematics, Science and Technology Education 22, no. 1 (January 2, 2018): 48–59. http://dx.doi.org/10.1080/18117295.2018.1434453.

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Gautam, Deepak, Christopher Watson, Arko Lucieer, and Zbyněk Malenovský. "Error Budget for Geolocation of Spectroradiometer Point Observations from an Unmanned Aircraft System." Sensors 18, no. 10 (October 15, 2018): 3465. http://dx.doi.org/10.3390/s18103465.

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We investigate footprint geolocation uncertainties of a spectroradiometer mounted on an unmanned aircraft system (UAS). Two microelectromechanical systems-based inertial measurement units (IMUs) and global navigation satellite system (GNSS) receivers were used to determine the footprint location and extent of the spectroradiometer. Errors originating from the on-board GNSS/IMU sensors were propagated through an aerial data georeferencing model, taking into account a range of values for the spectroradiometer field of view (FOV), integration time, UAS flight speed, above ground level (AGL) flying height, and IMU grade. The spectroradiometer under nominal operating conditions (8 ∘ FOV, 10 m AGL height, 0.6 s integration time, and 3 m/s flying speed) resulted in footprint extent of 140 cm across-track and 320 cm along-track, and a geolocation uncertainty of 11 cm. Flying height and orientation measurement accuracy had the largest influence on the geolocation uncertainty, whereas the FOV, integration time, and flying speed had the biggest impact on the size of the footprint. Furthermore, with an increase in flying height, the rate of increase in geolocation uncertainty was found highest for a low-grade IMU. To increase the footprint geolocation accuracy, we recommend reducing flying height while increasing the FOV which compensates the footprint area loss and increases the signal strength. The disadvantage of a lower flying height and a larger FOV is a higher sensitivity of the footprint size to changing distance from the target. To assist in matching the footprint size to uncertainty ratio with an appropriate spatial scale, we list the expected ratio for a range of IMU grades, FOVs and AGL heights.

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Galldiks, Norbert, Lutz W. Kracht, Veronika Dunkl, Roland T. Ullrich, Stefan Vollmar, Andreas H. Jacobs, Gereon R. Fink, and Michael Schroeter. "Imaging of Non— or Very Subtle Contrast-Enhancing Malignant Gliomas with [11C]-Methionine Positron Emission Tomography." Molecular Imaging 10, no. 6 (November 1, 2011): 7290.2011.00014. http://dx.doi.org/10.2310/7290.2011.00014.

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In patients with World Health Organization (WHO) grade III glioma with a lack of or minimal (< 1 cm3) magnetic resonance imaging (MRI) contrast enhancement, the volume of the metabolically active part of the tumor was assessed by [ 11 C]-methionine positron emission tomography (MET-PET). Eleven patients with WHO grade III gliomas underwent MET-PET and MRI (contrast-enhanced T1-and T2-weighted images). To calculate the volumes in cubic centimeters, threshold-based volume of interest analyses of the metabolically active tumor (MET uptake index ≥ 1.3), contrast enhancement, and the T2 lesion were performed after coregistration of all images. In all patients, the metabolically active tumor volume was larger than the volume of gadolinium–diethylenetriamine pentaacetic acid (Gd-DTPA) enhancement (20.8 ± 18.8 vs 0.29 ± 0.25 cm3; p < .001). With the exception of one patient, the volumes of contrast enhancement were located within the metabolically active tumor volume. In contrast, in the majority of patients, MET uptake overlapped with the T<sb>2 lesion and reached beyond it (in 10 of 12 MRIs/MET-PET scans). The present data suggest that in patients with WHO grade III glioma with minimal or a lack of contrast enhancement, MET-PET delineates metabolically active tumor tissue. These findings support the use of combined PET-MRI with radiolabeled amino acids (eg, MET) for the delineating of the true extent of active tumor in the diagnosis and treatment planning of patients with gliomas.

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Straubinger, Daniel, István Bozsóki, Balazs Illes, Oliver Krammer, David Bušek, and Attila Geczy. "Heat transfer aspects of condensation during vapour phase soldering on aligned PCB-based surfaces." Soldering & Surface Mount Technology 32, no. 4 (April 9, 2020): 247–52. http://dx.doi.org/10.1108/ssmt-11-2019-0038.

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Purpose The paper aims to present an investigation on heat transfer in a vapour phase soldering (VPS) oven, focusing on the differences of horizontally and vertically aligned Printed Circuit Board (PCB) surfaces. The investigation can help develop a better understanding of the process and provide information for future modelling of the process. Design/methodology/approach For the investigations, flame retardant grade 4 (FR4) PCB plates and sealed plate–based boxes were immersed into saturated vapour of an experimental oven. The temperature and resulting heat transfer coefficients were analysed according to the sample boxes and the surface orientations. In addition, the boxes’ vapour consumption was investigated with pressure measurements. Findings The horizontal top- and bottom-side heating shows very similar results. In addition, the sides of a box were heated in a manner similar to the top and the bottom sides, but there was a slight increase in the heat transfer coefficient because of the vertical wall alignment. The pressure measurements reveal the dynamic changes in vapour after immersion of the boxes. Practical implications The findings may help to show differences on different surface orientations, pointing to more precise, explicit and multiphysics simulation results. Originality/value The experiments present an aspect of heat transfer coefficient differences in VPS ovens, also highlighting the effect of initial pressure drop inside the workspace of an oven.

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Altun, Hasan, and Oguz Serin. "Determination of learning styles and achievements of talented students in the fields of science and mathematics." Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 80–89. http://dx.doi.org/10.18844/cjes.v14i1.3441.

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The purpose of this study is to determine the distribution of talented students’ course achievements in the fields of mathematics and science, according to the learning styles. General screening method was used in this research. The universe of the research consists of Ninth grade students (2016–2017) who study at Bornova Anatolian High School. The sample of the study was composed of 11 talented students. After determining learning styles, the distribution of the students according to the learning styles was determined. At the end of the study, it was detected that mathematics course achievements’ average of the students who have assimilator learning style is higher than averages of the other students’s who have other learning styles. It was determined that physics course achievements’ average of the students who have assimilator learning style is higher than averages of the other students’s who have other learning styles. Keywords: Learning styles, talented students, science and mathematics.

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Nakajima, Koichiro, Hiromitsu Iwata, Yukiko Hattori, Kento Nomura, Shingo Hashimoto, Toshiyuki Toshito, Kensuke Hayashi, et al. "Spot Scanning Proton Therapy for Sinonasal Malignant Tumors." International Journal of Particle Therapy 8, no. 1 (June 1, 2021): 189–99. http://dx.doi.org/10.14338/ijpt-d-20-00043.1.

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Abstract Purpose Treatment of sinonasal malignant tumors is challenging, and evidence to establish a standard treatment is limited. Our objective was to evaluate the efficacy and safety of spot scanning proton therapy (SSPT) for sinonasal malignant tumors. Patients and Methods We retrospectively analyzed patients with sinonasal malignant tumors (T1-4bN0-2M0) who underwent SSPT between May 2014 and September 2019. The prescription dose was typically either 60 GyRBE in 15 fractions or 60.8 GyRBE in 16 fractions for mucosal melanoma and 70.2 GyRBE in 26 fractions for other histologic subtypes. Endpoints included local control (LC), progression-free survival, overall survival (OS), and incidence of toxicity. Prognostic factors were analyzed using the Kaplan-Meier method and log-rank test. Results Of 62 enrolled patients, the common histologic subtypes were mucosal melanoma (35%), squamous cell carcinoma (27%), adenoid cystic carcinoma (16%), and olfactory neuroblastoma (10%). Locally advanced stages were common (T3 in 42% and T4 in 53%). Treatment-naïve tumors and postsurgical recurrent tumors accounted for 73% and 27%, respectively. No patient had previous radiotherapy. The median follow-up was 17 months (range, 6-66) for all patients and 21.5 months (range, 6-66) for survivors. The 2-year LC, progression-free survival, and OS rates of all patients were 92%, 50%, and 76%, respectively. Univariate analysis revealed histology as a prognostic factor for OS, being higher in adenoid cystic carcinoma and olfactory neuroblastoma than in other tumors. Sixteen grade ≥3 late toxicities were observed in 12 patients (19%), including 11 events resulting in visual impairment; the most common was cataract. There was 1 grade 4 toxicity, and there were no grade 5 toxicities. Conclusion SSPT was well tolerated and yielded good LC for sinonasal malignant tumors. Although we consider SSPT to be a leading treatment modality, further studies are required to establish its status as a standard treatment.

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Journal articles on the topic 'Grade 11 Physics'

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