Impulse measurement and analysis using a smartphone accelerometer

Nuryadin, Bebeh Wahid; Hindawan, Ilham

doi:10.1088/1361-6552/aaefa7

Cited by 8 publications

(8 citation statements)

References 8 publications

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“…The contact force received by car A was brief, so it could be approximated by using the average force acting during the time interval Δt, as in Equation 4. The average force of 4.854 N in Figure 6 produces the same impulse as the actual time interval which is described as the area under the F graph vs t (Nuryadin & Hindawan, 2019).…”

Section: Analysis On Results Of the Application Of Concept Of Momentu...mentioning

confidence: 95%

Smartphone for physics practicum in momentum and impulse

Nuryantini

Zakwandi

Ariayuda

2022

Momentum: Physics Education Journal

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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.

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Section: Analysis On Results Of the Application Of Concept Of Momentu...mentioning

confidence: 95%

Smartphone for physics practicum in momentum and impulse

Nuryantini

Zakwandi

Ariayuda

2022

Momentum: Physics Education Journal

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“…Smartphones have a variety of sensors such as acceleration sensors, magnetometers, light, sound, gyroscopes, pressure, etc. that can be used as tools when doing science practicum (Dahnuss et al, 2021;Pili & Violanda, 2018;Nuryadin & Hindawan, 2018). Many studies related to the use of smartphone sensors for science experiments have been carried out, such as momentum, oscillation, Atwood experiments, circular motion, analysis of compound concentrations, and measurement of respiratory rate (Dahnuss et al, 2021;Pili & Violanda, 2018;Nuryadin & Hindawan, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…that can be used as tools when doing science practicum (Dahnuss et al, 2021;Pili & Violanda, 2018;Nuryadin & Hindawan, 2018). Many studies related to the use of smartphone sensors for science experiments have been carried out, such as momentum, oscillation, Atwood experiments, circular motion, analysis of compound concentrations, and measurement of respiratory rate (Dahnuss et al, 2021;Pili & Violanda, 2018;Nuryadin & Hindawan, 2018). However, these studies only arrived at experimental solutions, not to the stage of examining their effect on the ability of prospective science teachers, one of which is critical thinking.…”

Section: Introductionmentioning

confidence: 99%

PjBL Model assisted by Smartphone Sensors to Improve Critical Thinking Skills of Prospective Science Teachers

Listiaji

Widianingrum

Saputri

et al. 2022

IJOLAE

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This research aims to analyze the improvement of the critical thinking skills of prospective science teachers after the implementation of smartphone-assisted PjBL and analyze the responses of prospective science tea-chers to the applied learning model. The research used an experimental model with a Nonequivalent Control Group Design. The research subjects were 2nd semester Science Education Program students in 2 classes of basic physics courses (experimental and control) as prospective science teachers. Data collection methods were test techniques for measuring critical thinking skills and questionnaire methods for determining stu-dent responses. Data analysis methods ware N-Gain analysis, independent sample t-test, and qualitative descriptive. The results showed a high increase in critical thinking skills in the experimental class, as indi-cated by an N-Gain score of 0.71. The results of the hypothesis test also showed that there was a significant difference between the post-test scores of the experimental and control classes. The PjBL model assisted by smartphone sensors also received a very good response from prospective science teacher students. The PjBL model assisted by smartphone sensors can be implemented to improve the critical thinking skills of pros-pective science teachers and can also be a reference for innovative learning models that align with the de-mands of technology-based 21st-century learning.

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“…Previous investigators have involved smartphone devices with various sensors to support teachers in conducting interaction experiments such as collisions. For example, the accelerometer sensor on a smartphone was used to analyse changes in momentum during collisions [6][7][8][9][10]. However, the interaction force when objects collide (or interact for collision without contact) is still one of the difficult quantities to be observed.…”

Section: Introductionmentioning

confidence: 99%

Video-assisted experiment to observe interaction force during the interaction of two objects

Aji¹,

Rahmawati²,

Imtinan³

et al. 2022

Phys. Educ.

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The momentum is often used to analyse the dynamics of the motion of an experimental interaction between objects. Meanwhile, the interaction force tends to be challenging to observe and obtain. In this study, a simple video-assisted experiment was used to observe the interaction forces during the interaction of two magnetic objects. The interaction force between magnetic dipoles was obtained for each object position during the interaction experiment. The maximum force interaction was obtained when the two objects were at the minimum distance. The velocity of the object significantly influences the minimum distance between two objects during the interaction. In addition, we found that the law of linear momentum conservation holds for this interaction. Furthermore, the total kinetic energy before and after the interaction is identical, indicating an elastic interaction. This study is hopefully beneficial for students to reduce the limitations in understanding the interaction forces between objects.

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Impulse measurement and analysis using a smartphone accelerometer

Cited by 8 publications

References 8 publications

Smartphone for physics practicum in momentum and impulse

Smartphone for physics practicum in momentum and impulse

PjBL Model assisted by Smartphone Sensors to Improve Critical Thinking Skills of Prospective Science Teachers

Video-assisted experiment to observe interaction force during the interaction of two objects

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