This work reports a rudimentary approach to teach and measure the kinetic friction coefficient using a smartphone that can effectively be employed for teaching purposes. More specifically, the kinetic friction coefficient, which is rather difficult to teach and measure, between various surfaces was determined by two different approaches using the acceleration sensor and the angle meter applications of the smart phones. The work is specifically beneficial for physics teachers around the globe to encourage them to perform experiments by simply using the smartphones that are almost available for every student and teacher.
Considering the 21st century skills and the importance of STEM education in fulfilling these skills, it is clear that the course materials should be materials that bring students together with technology and attract their attention, apart from traditional materials. In addition, in terms of the applicability of these materials, it is very important that the materials are affordable and easily accessible. In this study two open ended resonance tube, Computer and speaker for generate sound with different frequencies, Arduino UNO, AR-054 Sound Sensor, Green LED and 220 Ω resistance were used for measure the speed of sound in air at room tempature. With the help of sound sensor, two consecutive harmonic frequency values were determined and the fundamental frequency was calculated. Using the tube features and the fundamental frequency value, the speed of sound propagation in the air at room temperature was calculated as 386.42 m/s. This value is theoretically 346 m/s. This study, in which the propagation speed of the sound is calculated with very low cost and coding studies with 12% error margin, is important in terms of hosting all STEM gains and can be easily applied in classrooms.
During the periods of sudden transition to online education, the opportunity to make applications that might attract students’ attention to the course has decreased even more. Although this deficiency tried to be eliminated with videos and simulations, it was not possible to ensure the active participation of students in some cases. In this study, the Algodoo program, which can increase the efficiency of the teaching environment by ensuring active participation of students in online lessons and the applications that can be done about impulse and momentum, are explained in detail. A total of six different applications were carried out, one related to the subject of impulse, one related to the momentum, two related to the relationship between impulse and momentum change, and two related to momentum conservation. At the same time, while developing these applications, the adjustments made on the simulation and the reasons are explained in detail. In this way, both the introduction of the program and the sample application suggestion were presented. The values obtained as a result of the applications were calculated and compared both theoretically and on simulation in different ways. As a result, it has been observed that the values have internal consistency with each other and are also compatible with theoretical calculations. The Algodoo program, which allows many interactive applications and can be downloaded for free, is a program that can be used both in lecturing and evaluation processes in physics lessons during the online education process.
The present work offers an experimental technique specially designed and employed to comprehend and teach the Newton’s second law and to overcome certain instructional difficulties. The apparatus is mainly comprised of two specifically designed toy cars, two force sensors, one distance sensor, a pulley, two pieces of gut, an Arduino microprocessor and an ordinary computer. Newton’s second law is experimentally validated by measuring, using the Arduino system, the accelerations from the distance–time graphs and by directly measuring the tension forces. The experimental results are also compared with theoretical calculations, indicating a reasonably good agreement. The designed apparatus can be employed as a Science Technology Engineering Mathematics teaching material within physics laboratories, to achieve enhanced understanding of Newton’s second law and dynamics.
In this study, the spring constant was determined within the scope of Hooke’s law. For this purpose, an Arduino MEGA, an HC-SR04 Ultrasonic Distance Sensor, and a 1 kg Load Cell Mass Sensor was used. Sensors and microprocessor are mounted on a plane. One end of the spring is mounted on the force sensor, and a wooden rod, perceived by the distance sensor, is mounted on the other end of the spring. In the data collection element of the study, the spring is slowly extended from its equilibrium position. In this process, elongation and spring force data are obtained with the help of Arduino. By means of the recorded values, graphs and equations relating to force-dependent elongation are determined. The spring constant is calculated by taking the first derivative of the determined force equation. Both a thin and a thick spring are used in the study. The spring constants of these springs are determined both individually and in series-parallel connection. In addition, the spring constant is determined by reducing the length of the thick spring. In the study, a theoretical calculation of the spring constants in cases where these springs are connected was also performed. For this theoretical calculation, spring constants based on the studies for thin and thick springs were used. There is a harmony between these calculationsand the experimental results when the springs are connected. This harmony confirms the accuracy and reliability of the results. The materials employed in this study have a very low total cost, and are quite easy to obtain. Within the scope of the study, a system is designed using technology and engineering skills falling within the scope of physical research, and the results are achieved by using the collected data from mathematical equations. This process directly serves the aims of the STEM Education approach. It is very important in relation to educating individuals with twenty-first century skills to perform these and similar practical experiments in classroom environments.
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