Mathematical modelling of the electrostatic pendulum in school and undergraduate education

Forjan, Matej; Marhl, Marko; Grubelnik, Vladimir

doi:10.1088/0143-0807/35/1/015022

Cited by 6 publications

(8 citation statements)

References 9 publications

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“…Thus, the first year laboratory could, by itself, be used to feed a wide range of curiosities of students, and to help them develop their interest in many of the practices and processes by which physics knowledge is produced. For example, by introducing topics related to advanced fields of physics from an experimental point of view first [36,37]; by emphasizing aspects of critical thinking [32], problem solving [38], theoretical modelling [39], autonomous investigation and creative design [40,41]. We believe the present work will be useful to faculties both directly, to inform educational policies and the choice of course contents, and as a theoretical basis to conduct further investigations on their own student population.…”

Section: Discussionmentioning

confidence: 95%

Understanding first-year students’ curiosity and interest about physics—lessons learned from the HOPE project

et al. 2016

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This paper focuses on results of an interview based survey of 1st year University physics students, carried out within the EU HOPE project (http://hopenetwork.eu/). 94 interviews conducted in 13 universities have been analysed to investigate the factors that inspire young people to study physics. In particular, the main motivational factor, which was proven to consist in personal interest and curiosity, was unfolded into different categories and detailed interest profiles were produced. The results are arguably useful to help the academic curriculum developers and teaching personnel in physics departments to provide guidance to students in developing and focusing their interest towards specific subfields and/or to design targeted recruitment and outreach initiatives.

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Section: Discussionmentioning

confidence: 95%

Understanding first-year students’ curiosity and interest about physics—lessons learned from the HOPE project

et al. 2016

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“…The didactic strategy for combining analytical approaches and animations, supports teaching and learning processes. In this way Algodoo also show one as a support-tool [20] that becomes the teaching/learning process of physics simpler and fruitful when compared to others software of animations and learning [10][11][12][13][14][15][16][17][18][19].…”

Section: Discussionmentioning

confidence: 99%

“…Such technologies have been widely used in the physics teaching [10][11][12]. To minimize the difficulties of teaching and learning physical phenomena, some teachers has added to your classes some softwares able to determine the evolution of the equations, in order to create simulations and animations of present phenomena, or even, to automatization of the experimental data acquisition, to modeling and interacting with virtual physical environments [13][14][15][16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

An alternative for teaching and learning the simple diffusion process using Algodoo animations

Silva¹,

Junior²,

Silva³

et al. 2014

Preprint

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In this work animations of the random walk movement using a freeware Algodoo were done in order to support teaching the concepts of Brownian Motion. The random walk movement were simulate considering elastic collision between the particles in suspension in a fluid, and the particles which constitute the fluid. The intensity of velocities where defined in an arbitrary range, and we have a random distribution of the velocity directions. Using two methods, the distribution histogram of displacements (DHD) and the mean-square-displacement ∆r 2 (MSD), it was possible to measure the diffusion coefficient of the system, and determine the regions where the system presents ballistic regime or diffusive transport regime. The ballistic regime was observed graphically when the MSD has a parabolic dependence with time, which differing from the typical diffusive regime where MSD has a linear dependence. The didactical strategy for combining analytical approaches as graphic analysis, and animations in softwares with easy implementation supports the teaching and learning processes, especially in Physics were we want to explain experimental results within theoretical models.

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“…1. The collision is one of the main causes for the energy loss of the self-excited electrostatic actuators [24]. We proposed the addition of elastic elements to the actuator (Fig.…”

Section: Concept Of Proposed Methodsmentioning

confidence: 99%

Effect of elastic element on self-excited electrostatic actuator

Nabae

Ikeda

2018

Sensors and Actuators A: Physical

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Self-excited electrostatic actuators, which are also called Franklin bells or Gordon bells, are one of the simplest oscillators among various types of actuators. The actuators oscillate with DC voltage and simple structures mainly composed of only two electrodes and a conductive armature. These features seem suitable for micro mechatronic devices, including micro robots; however, these actuators only have small number of practical applications. The high voltage for actuation, damage by electrical discharge, and mechanical loss with collisions between the armature and electrodes keep the actuators away from practical usages. This research focuses on the mechanical loss with collisions between the armature and electrodes and proposes a method for decreasing this loss by energy recovery with elastic elements. This study first conducts a model-based analysis of the behavior of the proposed system that combines the electrostatic self-excitation and the elastic elements. The results are then compared with the experimental results of a prototype actuator. The simple analysis predicted the increase of the oscillating frequency with the elastic elements, limiting the condition of the self-excitation caused by the energy loss of the damping factor. The results of the experimental verification showed the same tendency as the analytical predictions: increase of the oscillating frequency and existence of a critical value for the oscillation limit. Although comparatively large errors were confirmed between the simulation and the experiment under a lower applied voltage, experimentally obtained frequencies have errors less than 6.4% compared with the analytical result under the applied voltage of over 1.3 kV.

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Mathematical modelling of the electrostatic pendulum in school and undergraduate education

Cited by 6 publications

References 9 publications

Understanding first-year students’ curiosity and interest about physics—lessons learned from the HOPE project

Understanding first-year students’ curiosity and interest about physics—lessons learned from the HOPE project

An alternative for teaching and learning the simple diffusion process using Algodoo animations

Effect of elastic element on self-excited electrostatic actuator

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