LEARNINGLEARNINGTHEORYTHEORY

behaviorismebehaviorisme

National and world cycling champiaonNational and world cycling champiaonTwo time Olympic championTwo time Olympic champion

Five time winner of Tour de FranceFive time winner of Tour de FranceTrain for 12 hoursTrain for 12 hours

EVERYDAYEVERYDAY

Lance ArmstrongLance ArmstrongCancer survivorCancer survivor

16 hours of practice16 hours of practice4 hours of theory4 hours of theory

4 hours sleep4 hours sleep

EVERYDAYEVERYDAY

Nadia ComaneciNadia ComaneciOriginator of the prefect 10Originator of the prefect 10

Set 35 world recordsSet 35 world recordsHe competed against himselfHe competed against himself

EVERYDAYEVERYDAY

Sergei BubkaSergei BubkaStill standing tallStill standing tall

CognitivismCognitivism

HUKUM KEABADIAN TENAGA

Tunjukan tenaga adalah abadibagi suatu objek yang

jatuh bebas

(10 minit dari sekarang!)

m

hh34

A

B

C

X

X

X

EA= EB = EC = EN

Tenaga Abadi?

m

hh34

A

B

C

X

X

X

E = KE+PE

EA=KEA+PEA

KE = mv212

PE = mgh

m

hh34

A

B

C

X

X

X

EA=KEA+PEA

KEA = mvA21

2

PEA = mgh

v2=u2+2as

vA2=u2+2gs

vA2=02+2g(0)

vA2=0

KEA = 0

EA=0 +mgh

EA= mgh

m

hh34

A

B

C

X

X

X

EB=KEB+PEB

KEA = mvA21

2

PEB = mghB

v2=u2+2as

vB2=uB

2+2g

vB2=02+

vB2=

EA=0 +mgh

EA= mgh = mg3

4h

14h

gh2gh

2

KEB = mvB21

2

KEB = m12

gh2

=mgh4

EB=KEB+PEB

= mg 34h

mgh4

+ =mgh

m

hh34

A

B

C

X

X

X

EC=KEC+PEC

KEA = mvA21

2

PEC = mghC

v2=u2+2as

vC2=uC

2+2gh

vC2=02+

vC2=

EA=0 +mgh

EA= mgh = mg(0)

2gh

2gh

KEC = mvC21

2

KEC = m12

(2gh)

=mgh

EC=KEC+PEC

= 0mgh + =mgh

=0

A

B

C

m

m

m

m

EA= mgh

EB= mgh

EN= mgh

EC= mgh

A

B

C

m

m

m

m

EA= mgh

EB= mgh

EN= mgh

EC= mgh

ConstructivismConstructivism

•Betulkan yang biasa•Biasakan yang betul

I went to my colleague’s office and read the examination question,

“Show how it is possible to determine theheight of a tall building with the

aid of a barometer”

4:00 pm – 4:45 pm4:00 pm – 4:45 pm

Some time ago I received a call from a colleaguewho asked if I would be the referee on the grading

of an examination question.

He was about to given a student a zero for hisanswer, to a physics question,

while the student claimed he should receive

a perfect score and would if the system were not set up against

the student.

The instructor and the student agreedto submit this to an impartial arbiter,

and I was selected.

I went to my colleague’s office and read the examination question,

I went to my colleague’s office and readthe examination question,

“Show how it is possible to determine theheight of a tall building with the

aid of a barometer.”

“Show how it is possible to determine the height of a tall buildingwith the aid of a barometer.”

The student had answered,

” Take a barometer to the top of the building,attach long rope to it, lower the barometer tothe street and then bring it up, measuring thelength of the rope.

The length of the rope is the height ofthe building.”

The student had answered

I pointed out that the student really hada strong case for full credit since he hadanswered the question completely and correctly.On the other hand, if full credit was given,it could well contribute to a high grade for thestudent in his physics course. A high grade is supposed to certify competencein physics, but the answer did not confirm this.I suggested that the student have another try atanswering the question.I was not surprised that my colleague agreed,but I was surprised that the student did.

I gave the student six minutes to answer thequestion with the warning that the answer shouldshow some knowledge of physics.At the end of five minutes, he had notwritten anything. I asked if he wished to gave up, but he said no, he had many answer to thisproblem; he was just thinking of the best one.

I excused myself for interrupting him andasked him to please go on.

In the next minute he dashed off his answerwhich read.

Take the barometer to the top of the buildingand lean over the edge of the roof.Drop that barometer,timing its fall with a stopwatch.Then using the formula s =(att)/2,calculate the height of the building.

At this I asked my colleague if he would give up.He conceded, and gave the student almost full credit.

While leaving my colleague's office, I recalledthat the student had said that he had otheranswers to the problem, so I asked him whatthey were. "Well," said the student, "there aremany ways of getting the height of a tallbuilding with the aid of a barometer.For example, you could take the barometerout on a sunny day and measure the heightof the barometer, the length of its shadow,and the length of the shadow of the building,and by the use of simple proportion,determine the height of the building."

“Fine," I said, "and others?"

"Yes," said the student, "there is a very basicmeasurement method you will like.In this method, you take the barometer andbegin to walk up the stairs. As you climb thestairs, you mark off the length of the barometeralong the wall. You then count the number ofmarks, and this will give you the height of thebuilding in barometer units.A very direct method."

"Of course. If you want a more sophisticatedmethod, you can tie the barometer to the end ofa string, swing it as a pendulum, and determinethe value of g [gravity] at the street level and at the top of the building. From the differencebetween the two values of g, the height of thebuilding, in principle, can be calculated."

"On this same tack, you could take the barometerto the top of the building, attach a long rope to it,lower it to just above the street, and then swingit as a pendulum. You could then calculate theheight of the building by the period ofthe precession".

"Finally," he concluded, "there are many otherways of solving the problem. Probably the best,“he said, "is to take the barometer to the basementand knock on the superintendent's door. When the superintendent answers, you speak to him as follows: 'Mr. Superintendent, here isa fine barometer. If you will tell me the heightof the building, I will give you this barometer."

At this point, I asked the student if he really didnot know the conventional answer to this question.He admitted that he did, but said that he wasfed up with high school and college instructorstrying to teach him how to think.

The name of the student was Niels Bohr (1885-1962)Danish Physicist; Nobel Prize 1922; best known forproposing the first 'model' of the atom with protons& neutrons, and various energy state of thesurrounding electrons .. the familiar icon of thesmall nucleus circled by three elliptical orbitsbut more significantly, an innovator inQuantum Theory.

It is said that this is a true story.Nonetheless it is still great. The story goes as:

Sir Ernest Rutherford, President of the RoyalAcademy, and recipient of the Nobel Prize in

Physics, related the above story