CONCEPT ANALYSIS OF FORCE AND MOTION TOPIC

Submitted as one assignment of School Science 2

Lecturer:
Ikmanda Nugraha, S.Pd., M.Pd.
Rika Rafikah, S.Pd., M.Pd.

Arranged by:
Putra Habib Dhitareka (1304681)
Riesma Marina (1305381)

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
BANDUNG
2016

IDEA 1
Force is a push or pull that
could causing change of
Aspect/ shape or motion of an object.
No.
Idea
1 What you  Force can be explained as a
intend the push or a pull, and both of
students to them should have
learn about direction, thus it is include
this idea in vector quantities.
 If there are two or more
force act on a body, we can
find the resultant force by
add it vectorically.
 Force is effected by mass
and acceleration of the
object, and thus governed
CONCEPT ANALYSIS
IDEA 2
Motion is the change in
position of an object from its
initial position and its final
position in a certain time
period.
 It is said moving object, if 
the object is against a
a specific reference point to
experience displacement
or distance.
 The distance is the length
of the path by the object
regardless of the direction.
Distance include scalar
quantities because it has
value only.
 Displacement is the length
IDEA 3
When the body slides or
attempts to slide along a
surface it’s called force friction
and has a direction opposite to
the style of the causes that are
inhibiting the motion of
objects.
Static Friction style ( fs )  Newton’s
Static frictional force works
when the object is at rest and
its value ranging from zero to
a maximum price . If the  The first law of motion
pull / push acting on an
object smaller than the
maximum static friction force
, the object is still in a state of
silence and the frictional
force acting on the body has
a magnitude equal to the
IDEA 4
The relations of force and
motion are described by the
Three Laws of Newton
law basicly
describe the relations of
force, mass, and
acceleration.
stated that an object will
stay at rest or stay at
constant velocity if there is
no force applied to the
object, thus first law also
referred as the law of
inertia.
 by the newton’s equation:
F= ma.
 Force can be divided as
contact force and non-
contact force.
 Forces can causing change
of shape or change of
velocity, which we called
acceleration, whether
accelerate or disaccelerate.
of the path by the object value of the pull / push the  The second law of newton
by observing its direction, object stated that the acceleration
or in other words the of an object as produced by
displacement is the final  Kinetic frictional force ( fk ) a net force is directly
position within the Kinetic frictional force is a proportional to the
material to the initial friction force acting on an magnitude of the net force,
position of the object. object when the object has in the same direction as the
 The average velocity is the moved . net force, and inversely
ratio of displacement of proportional to the mass of
the object with travel time. the object.
Has great speed and  The third law of newton
direction, then velocity is stated that for every action,
a vector quantity there is an equal and
 Gerak Lurus Beraturan is opposite reaction.
the motion of an object on
a straight path at constant
speed
 Gerak Lurus Berubah
Beraturan is the motion of
objects in a straight line at
speed changeable while

2 Why it is  By learning about this
important concept students will learn
for students that in order to change, we
to know need to acts, if we do
this nothing, nothing will
change.
 Students will also learn
that external force can
change an object, shape or
acceleration, thus also
human can be a force to
other human, change their
shape of mind or their
development, and the best
thing of us is giving the
positive change.
the acceleration is
constant.
 Which this concept  Which this concept students  By learning this concept
students can use the will understand if the friction students will increase their
formula of average is can be benefit for us and i logical and mathematical
velocity to calculate what can less benefit for human. thinking into higher levels
time that they need go to For example we know that of logic in science, where
school , or somewhere the surface of wheel car is more vast concept can be
else. So they can avoid not straight, but they make learned through this
late to come like a serration, to avoid the concept, especially to expert
sliding of car in the street. level knowledge like the
quantum physics, modern
physics, etc.
 By learning this concept
students will also learn so
many character building
lesson, like the inertia and
the relations with our nature
as human being, the
analogy of the force in our
life, and also the religion
value by teaching the third

3 What else o The integral differential
you know equation of force.
about this o The 3 dimensional force.
idea that o The inertial reference
you do not frame.
intend the o Vector equation of force.
students to
know yet
4 Difficulties  Actually the concept of
/limitations force itself is far more
connected broad rather than only a
with push or pull, but even with
teaching push or pull, it is not
this idea actually represents the
force itself, so we need to
deeper the understanding
of the fundamental
question “what is force” so
they could understand
clearly without any
o The maximum speed vm is
related to the amplitude.
o Oscillations
o This material is little bit
confusing if teacher does
not give them simulation
how they move or they not
move. Because there are
some law of motion if
they turn back initial
position is it called as
move? Or didn’t move?
law of motion.
o Tension o Relativity
o Netto Force o Continuum mechanics
o Nuclear forces
o Terrestrial forces
o This concept is related with  This concept are the origin
newton law or force. If the of nature that explain the
students have not very basic of phenomenon
understand, it will be hard to in our laws of physics, the
understand this concept. difficulties is the
difference of students
capability to obtain and
remember it for long term
memories, especially
because about the laws that
can be explained so many
ways and also getting into
 miscoceptions. students’ knowledge in
 Force is something unseen, many ways also.
and also abstract, to  By reading the sentence, it
explain such an abstract could be easy to
concept we need to deeper understand but about the
the understanding by using relations and deep
many examples and understanding about the
analogies that acceptable equation and the essence of
by them. the equation with the realm
 And also, the means of pull of nature would be
and push will be more combining the capability
difficult to integrate of the of abstract, scientific,
concept of non-contact mathematic, logic, and
force, like the tension of critical thinking to
rope, which it would be understand while time to
hard for students to learn about this subject is
understand. usually only in a short time
and every students
capability difference would
make some hindrance in
the way to achieve the
concept understanding.
5 Knowledge  Students might think that  Students might think  Students might think the  Students might get
about force that define as push or Motion can categorize as friction is like how to rub confused about the
students’ pull, only limited by living move one to another place stone and wood to make fire. difference of acceleration
thinking being acts. is motion. and gravitation.
which  Students might get  Students might think friction  Students might get
influences confused by their current  Students might think is rub object to other object. confused to understanding
your knowledge of other dancing is motion also the formula as vector.
teaching of definition of force like in
this idea politics or social.  They might think if we turn
back to initial position is
also motion
6 Other  Because of the vast  Because motion is related  Friction can be related with  Because teacher always
factors that definition of force, students to other subject such attraction of molecule, it can relate the “a” on the
influence might get confused because motion in biology, motion be one of misconception equation with acceleration,
your it will relate into other is grow of plan or kind of occur. For example there a students might consider it
teaching of definition of force like in motion such as endonom truck which pass the gravel as only the object
this idea military, psychology, motion in plan. Motion it road and the truck which pass acceleration, while an
socio-anthropology, law, self is abstract can trough the clay on the road. object that stay at rest also
etc. categorize to anything. So Frictional force is not have “a” of gravity.
student might think is plant determined by the surface
in biology have a motion roughness . But , by the '
too. stickiness ' between the two
 surfaces in contact . '
Stickiness ' of this happened
because of attractive forces
between molecules on
surfaces that come into
contact . The stronger the pull
of molecules then the greater
the friction force.
7 Teaching By using inquiry approach and Teacher do some simulation Teacher will use flash simulation By using expository and
procedures method, by this students can helped by students (because as multimedia interactive for experimental methods by
(and define force by themselves the motion is abstract so its students understanding about doing some relevan and hands
particular and teacher can direct them need simulation how can friction concept. on activities with as simple
reasons for for an appropriate concept and move can called as a motion) equipment as possible to make
using these yet it is also fun to do and a lot the learning more enjoyable
to engage activities can be done, and meaningful.
with this example like by pushing and
idea ) pulling their friends.
8 Specific  By questioning at the  Simulation of motion by  To make students interest  By doing summative
way of learning session and also teacher or teaching aids. with the physic concept, assessment in the end of
ascertainin worksheet assessment and Such as bring a toy car . Or teacher provide flash the lesson
g students’ quiz at the end of the something else which can simulation which explain
understandi lesson if needed. interpreted for a motion. about friction concept.
 ng or
confusion
around this
idea
(include
likely
range of
response)
9 The use of  We can use presentation  Projector  Projector  We can use some
technology slides and multimedia tools  Laptop  Laptop interactive multimedia as
in teaching as teaching support. introduction and simple
the idea daily tools and equipment
even using their own
selves.
10 How to  Because the concept is  Using simulation of motion  Using simulation of friction  The lesson will be done
compensate governed all around us by teacher with interactive by teacher in form of with expository and
the absence everywhere anytime, learn multimedia like flash demonstration with inquiry experiment as the first
of by the nature in the nature presentation. approach. plan but without using
technology would be good for them to interactive media but
take a good breath outside  Or doing role playing or using something more
the class while having deep cooperative learning by invite hands on that available
discussion and other students to simulate the even it is using their own
activities. friction concept. body.