CHAPTER 1: MEASUREMENT AND UNITS

Measurement and units in topic 1, several students also have several misconception and
problems to solve question although it is an easier question in Physic. First, students also have
problems in understanding the use of dimensions in creating new equations that wanted to be
used in calculations. This is because they did not know how to represent certain units using the
right dimensions and this will give them a hard time to fully understand the relationship
between units, equations and formulae that involved in applied physic.
Second, students also does not memorize the scientific notation and prefixes.
Furthermore, there also confused on how to remove or adding the correct prefixes to a certain
values to get the right conversions. As an example, Giga is 109 and Nano is 10−9. Sometimes
students always changing this unit. Students also did not know how to represent the units using
the right dimensions.
Third, students does not remember about measurements tools name. As an example,
ruler. Basically, mass and capacity units are the easiest to convert. Length is similar, although
mm introduces a level of complexity, as converting between successive units involves factors
of 10 000 and 1000 (mm, cm, m and km). Students usually have a hard time to convert it using
the right conversion method. As an example, time is different as the units for time are not fully
compatible with the ten base system like how many minutes in one day or how many hours in
two weeks.
Conclusions, we have a lot of misconceptions with this topic because a lot of students
does not memorize the name of measurement tools, the prefixes and the units to represent the
right dimensions.
CHAPTER 7: SIMPLE HARMONIC MOTION

In chapter 7, simple harmonic motion, students have several misconception and

problems about it. First, simple harmonic motion is a special case of periodic motion where the
restoring force is linearly dependent on displacement, which is a sinusoidal function of time.
However, most students thought that simple harmonic motion is a periodic motion.
Secondly, we found that it hard for students to using the correct formula when they
found the variable. This happen due to lack of attention in class and not common use on their
exercise. It can be fixed by always revise the topic and make the note how and when to use the
formula.
Third, students always misunderstand in incorrect intuition relating frequency with
amplitude. Many students thought that amplitude depends on frequency or period. They tended
to think that some energy has to be used in order to have larger amplitude, so frequency has to
be lower or the period has to be larger.