The Study of Students’ Difficulties in Mastering the Concept of Archimedes’ Principle

Diyana, Tsania Nur; Sutopo, Sutopo; Haryoto, Dwi

doi:10.26714/jps.8.1.2020.59-64

Cited by 3 publications

(4 citation statements)

References 18 publications

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“…Several studies also show that students still lack an understanding of buoyancy. Students suppose that the direction of lifting force isn't upward [23]. There are students who argue that the direction of Archimedes is the same as hydrostatic pressure in all directions [24].…”

Section: Resultsmentioning

confidence: 99%

Level of Students’ Conceptual Understanding of Static Fluid

Irma

Kusairi

Yuliati

2022

J. Phys.: Conf. Ser.

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The research aims to explore the level of students’ conceptual understanding of static fluid. This quantitative descriptive research involves 30 students. The research instrument consisted of 10 reasoning multiple choice questions with reliability is 0.629. Student responses are categorized into five levels of conceptual understanding, which are level 0 (NU), level 1 (SM), level 2 (PU/SM), level 3 (PU), and level 4 (SU). The result shows that most students at level 4 (SU) for the concept of hydrostatic pressure are related to density. Most students at level 3 (PU) for the concept of hydrostatic pressure related to the density of the fluid and the depth of objects, and the concept of material which can be floating. Most of the students at level 2 (PU/SM) for the concept of hydrostatic pressure related to the depth of objects, fluid pressure in an enclosed space, buoyancy, and the object's position in the liquid. Some things that can be done to reduce or eliminate students' misconceptions about this topic are deriving a hydrostatic pressure equation, conducting experiments using two injection pistons connected to a hose filled with fluid, and showing a demonstration of immersing two objects with the same mass but different volume or shape, deriving the origin of the equation for buoyancy, and finding the ratio of the density of the object and the fluid as a determinant of the position of the object in the fluid.

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Section: Resultsmentioning

confidence: 99%

Level of Students’ Conceptual Understanding of Static Fluid

Irma

Kusairi

Yuliati

2022

J. Phys.: Conf. Ser.

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“…Many students did not grasp that the buoyant force is the resultant force of the fluid pressure. Diyana et al showed that students can calculate the magnitude of the buoyant force but fail to understand that the buoyant force is the result of the fluid pressure [3]. Understanding this concept is necessary to understand other concepts in fluid mechanics.…”

Section: Introductionmentioning

confidence: 99%

Question-answer teaching method to develop student’s understanding of buoyant force

Chirayangyuenyong

Emarat

Arayathanitkul

2023

J. Phys.: Conf. Ser.

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Many students do not understand that fluid pressure is the cause of the buoyant force. This work designed a process called question-answer teaching method to help improve this understanding. Sets of questions were developed which can be catagorized into three types: concept-guiding questions, comprehension-checking questions, and concept-applying questions. The major process of the method is that the instructor uses sets of the designed questions in class to encourage students and challenge their understanding. By expressing and discussing their ideas with peers and with the instructor, their misconceptions could be corrected, and the concepts could be understood by themselves. To prove if this teaching method is effective, a study was conducted with two groups of students: a control group (N = 88) and an experimental group (N = 12). A multiple-choice conceptual test was provided as pre-test and post-test. It was found that the results of the two groups are significantly different (p-value = 0.01). The normalized gain of the traditional group is 0.08 while that of the experimental group is much higher, at 0.63. Moreover, the students in the experimental group showed better understanding. They could conclude that the buoyant force results from the pressure difference in fluids.

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“…Students often do not fully grasp the concept of the Archimedes' principle (Diyana et al, 2020). The Archimedes' principle states that an object immersed in a fluid experiences a buoyant force that is equal in magnitude to the force of gravity on the displaced fluid.…”

Section: Introductionmentioning

confidence: 99%

“…The Archimedes' principle states that an object immersed in a fluid experiences a buoyant force that is equal in magnitude to the force of gravity on the displaced fluid. Students often think that the buoyancy force is the resultant force exerted by fluid pressure on an object, while others still mistakenly believe that the immersed object's Archimedes force is influenced by the depth of the object (Diyana et al, 2020;Loverude et al, 2003). An everyday life example is when a ship is launched in the ocean, it sinks until the weight of the water it displaces is equal to its own weight.…”

Section: Introductionmentioning

confidence: 99%

The effects of the multiple representation approach on undergraduate students understanding of Archimedes Principle

Kriek,

Legesse

2023

JPR

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Students often face difficulties to understand Archimedes' principle and to apply it in everyday life. It is therefore necessary to explore a different teaching approach that addresses students' visual and auditory senses in a unique manner. The aim of this study was to determine the effect of using multiple representations on undergraduate physics students' understanding of Archimedes' principle. A quasiexperimental approach was employed, involving the random selection of four groups of students (experimental and control) with two iterations, each involving two groups of students. A sample of 128 students completed an open-ended questionnaire based on the Thermal Transport Conceptual Inventory, and the Fluid Mechanics Concept Inventory. Lesson plans were presented for both iterations. Quantitative analysis involved the use of t-tests to assess the comparability of the groups, prior to the intervention and ANCOVA after the intervention to determine the effect. Qualitative data analysis involved identifying and comparing themes to establish student understanding before and after the two iterations. The findings indicated that the use of six different representations did not yield a significant effect compared to traditional teaching, while the use of eight representations proved significantly effective where the static pictures were replaced by animation pictures as well as adding videos and virtual labs. Careful planning is crucial not only for selecting the most suitable representation in a particular teaching situation, but also for determining which technology to use when addressing students' understanding of Archimedes' principle.

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The Study of Students’ Difficulties in Mastering the Concept of Archimedes’ Principle

Cited by 3 publications

References 18 publications

Level of Students’ Conceptual Understanding of Static Fluid

Level of Students’ Conceptual Understanding of Static Fluid

Question-answer teaching method to develop student’s understanding of buoyant force

The effects of the multiple representation approach on undergraduate students understanding of Archimedes Principle

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