Describing the phenomena of students’ representation in solving ill-posed and well-posed problems

Rofiki, Imam; Santia, Ika

doi:10.18860/ijtlm.v1i1.5713

Cited by 5 publications

(5 citation statements)

References 24 publications

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“…From (1) it is seen that the dynamic range of the ADC is defined in [13] by an expression that does not include the error of signal measurement, and for shock tests under uncertainty of the input signal amplitude, such determination of the dynamic range of the recorder is incorrect because we need to digitize and register the signal with a given accuracy.…”

Section: Subject and Methodsmentioning

confidence: 99%

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Determination of Dynamic Range of Stand-alone Shock Recorders

Stakhova

Kyrychuk

Nazarenko

2022

Measurement Science Review

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In aircraft construction, when creating samples of new equipment, shock tests are often performed, both on individual components and the entire product. It requires introducing non-destructive testing devices into production, it is one of the most important factors in accelerating scientific and technological progress, raising the quality and competitiveness of manufactured products. Applying modern means of non-destructive testing, there is the problem of their protection from external vibrations, which affect the sensitivity, accuracy and reliability of high-precision measurements. In such cases, the conversion of measuring information during powerful vibration and shock tests, as a rule, is carried out by piezoelectric acceleration sensors. Although to provide impact testing, there is a need to develop and use stand-alone recorders. The main requirements for these recorders are to ensure the autonomy and operability of the recorder onboard the test product and to ensure the synchronization of the registration of the shock load.

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Section: Subject and Methodsmentioning

confidence: 99%

“…As mentioned above, to increase the dynamic range of the ADC when the signal is amplified, the high-frequency component of the acceleration signal is pre-filtered. The signal at the output of the recorder amplifier has the form [13] ( ) ( ) ( ) ( )…”

Section: Subject and Methodsmentioning

confidence: 99%

Determination of Dynamic Range of Stand-alone Shock Recorders

Stakhova

Kyrychuk

Nazarenko

2022

Measurement Science Review

View full text Add to dashboard Cite

show abstract

“…From (1) it is seen that the dynamic range of the ADC is defined in [12] by an expression that does not include the error of signal measurement, and for impact tests under uncertainty of the input signal amplitude, such determination of the dynamic range of the recorder is incorrect because we need to digitize and register the signal with a given accuracy.…”

Section: Subject and Methodsmentioning

confidence: 99%

Finding the Dynamic Range of Recorders During Impact Tests

Stakhova

Makarovskyi

2022

ECS

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In aircraft construction, when creating samples of new equipment, impact tests are often performed, both of individual components and of the entire product. It requires to introduce non-destructive testing devices into production, it is one of the most important factors in accelerating scientific and technological progress, raising the quality and competitiveness of manufactured products. Applying modern means of non-destructive testing, there is the problem of their protection from external vibrations, which affect the sensitivity, accuracy and reliability of high-precision measurements. In such cases the conversion of measuring information during powerful vibration and impact tests, as a rule, is carried out by piezoelectric acceleration sensors. Although to provide impact testing, there is a need to develop and use stand-alone recorders. The main requirements for these recorders are to ensure the autonomy and operability of the recorder on board the test product and to ensure the synchronization of the registration of the impact load.

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“…The development of mathematical reasoning and representation abilities of students who were given ill-structured problems was better than those who were given well-structured problems (Nurjamil & Kurniawan, 2017;Rofiki & Santia, 2018). Then, it was found that students' mathematical representations, teaching and instructional strategies influenced the problem solving of well and illstructured problems models (Prayitno et al, 2020;Pulgar et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Comparing Students' Problem-Solving Processes on Probability Tasks: Well-Structured and Ill-Structured Tasks

Auni,

Kohar

2023

J. Math. Pedagogy (JoMP)

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This study aims to describe the differences in the problem-solving abilities of well-structured problems and ill-structured problems models related to the concept of opportunity for Grade VIII junior high school students. Two students with the same mathematical abilities were selected to be subjects according to our research objectives. The results show that the two samples find it more difficult to solve well-structured problems than ill-structured problems. When at the stage of understanding the problem students need to read the questions repeatedly and when asked to retell the students can't do it well. In the questions of the type of well-structured problems subject 1 can only mention what is asked, but it is not appropriate to state the conditions needed to solve the problem and in subject 2 it is found otherwise, while in ill-structured problems it is not appropriate to write down what is known but write down what is asked with precise and knowing the requirements to solve the problem. Subject 1 uses logical and logical reasoning strategies. Then, subject 2 uses a trial and error strategy with logical reasoning. The two subjects carried out problem solving according to plan, carried out the re-checking stage, and were able to find solutions to problems that did not require calculations in them but could not find solutions to problems that contained calculations and had to be solved by utilizing the probability theorem. These results can be used as an evaluation in the learning process or a reference for further research.

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Describing the phenomena of students’ representation in solving ill-posed and well-posed problems

Cited by 5 publications

References 24 publications

Determination of Dynamic Range of Stand-alone Shock Recorders

Determination of Dynamic Range of Stand-alone Shock Recorders

Finding the Dynamic Range of Recorders During Impact Tests

Comparing Students' Problem-Solving Processes on Probability Tasks: Well-Structured and Ill-Structured Tasks

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