Physics Pascal Law with Computer Based Media

Physics Pascal Law with Computer Based Media Learning 1Department

Melda Panjaitan1 of Informatics Engineering, STMIK Budi Darma, Medan, Indonesia

Abstract: Submission of physics material more easily can use in the medium of learning, one of the physics material that can be learned is about fluid physics about Pascal law, Pascal physics fluid physics material can be made in the form of computer-based learning simulation so that students more easily understand the calculation of the Pascal law. Keyword: Pascal Law, Media Learning, Simulation, Fluid Physics I.INTRODUCTION Multimedia[1] in computers is a computer technology application that has the sophistication to integrate the components of information support i.e. text, graphics, audio, video and animation into a presentation of information that has high power to deliver the message correctly, quickly, and interesting when the user interacts with the computer[1][2][3]. The use of instructional media is expected to help the understanding of learners in the mastery of material concepts, and can be utilized as an alternative medium in the learning process[4], with this media it hopes will improve the achievement of learners, because in addition to the material presented succinctly, accompanied by simulations[3][5], also the material presented interesting and interactive, so will increase the interest of students in the field of physics, in particular on the material delivered. One of the material physics that needs props is about Pascal's law[6]. The law reads: the pressure applied to the liquid in a confined space, transmitted in all directions equally. In everyday life, the tools that use Pascal's legal principles include car lifter, hydraulic brake, hydraulic pump, and others. Of course, it would be troublesome if had to prepare the tools to school for lessons[7]. Fluids are substances that can flow, and the word fluid includes liquids, water and gas substances because these two substances can flow; otherwise stone and hard objects or all solids are not classified into fluid because they cannot flow, fluid is a quite difficult learning material because there are several counts[7]. II.THEORY 2.1 Multimedia

Multimedia[1][2] comes from multi words and media. Multi means a lot and common means intermediary. Multimedia can be interpreted as a combination of text, images or photos, animations, video or audio delivered via computer or other electronic and digital manipulation equipment. Also, the term multimedia can also be defined as a collection of diverse technologies that combine visual media (sight) and audio (hearing) in new or modern ways for communication purposes. The use of multimedia can be implemented in many forms, including entertainment, education, advertising, and more[8]. Interactive multimedia has the meaning of the user can be active in choosing and making decisions and also to interact with the application. Interactive multimedia changes the passive user becomes active. In navigating, the user uses input devices such as keyboard, mouse, joystick or touch screen. For so on in this paper, the word multimedia used is interactive multimedia[8][4].

DOI: 10.23883/IJRTER.2017.3403.CQSFT

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International Journal of Recent Trends in Engineering & Research (IJRTER) Volume 03, Issue 07; July - 2017 [ISSN: 2455-1457]

2.2 Fluid Physics

Fluids are substances that can flow. The word fluid includes liquids, water, and gases because these two substances can flow; otherwise, stone and hard objects or all solids are not classified into fluids because they cannot flow. Milk, lubricant, and water are examples of liquids. Moreover, all of these liquids can be grouped into fluids because of their properties that can flow from one place to another. In addition to liquids, gaseous substances also include fluids. The gas can also flow from one location to another. Blowing the wind is an example of air that moves from place to place. Fluid is one of the most important aspects of daily life. Every day humans inhale it, drink it, float or drown in it. Every day airplanes fly through it, and ships float on it. Likewise, the submarine can float or float in it. Drinking water and inhaled air also circulate in the human body at any time though often unconsciously. III.RESULT AND DISCUSSION The most important and useful use of Pascal's Law is to use a small force to produce a large force such as a hydraulic pump. This pump has two tubes of the cross-sectional area of the tube between the two, in which a small tube is worked with the F1 force. Produced in the liquid is p = F1 / A1 with A1 is the crosssectional area of the small tube. This pressure is then passed to the liquid surface in a large tube the force acting on the liquid surface in a large tube is F2 = p A2 F2 = F1 A2 A1 with A2 being the large cross-sectional area of the tube. the force of F2 on a large tube can be cultivated as much as possible with the ratio A2 / A1. In other words, the cross-sectional area of A2 must be many times the area of the A1 cross section Pressure (p) is the unit of physics to express force (F) per unit area (A).

P: Pressure with unit Pascal F: Style with Newton unit A: Surface area of unit m2 The pressure unit is often used to measure the strength of a liquid or gas. The unit of pressure can be connected to unit volume (content) and temperature. The higher the pressure inside a place with the same content, the higher the temperature will be. It can be used to explain why the temperatures in the mountains are lower than in the lowlands because in the lowlands the pressure is higher. However, this statement is not always true or exceptional to moisture, moisture if the pressure is increased it will change from gas back to liquid. The formula of pressure can also be used to explain why the sharpened blade and its thinning surface become sharp. The smaller the size, with the same force will get a higher pressure. Model of learning Pascal law on fluid can be seen in Figure 1, Figure 2 and Figure 3 as follows:

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International Journal of Recent Trends in Engineering & Research (IJRTER) Volume 03, Issue 07; July - 2017 [ISSN: 2455-1457]

Figure 1. Simulation Pascal Law

Figure 2. Pressure 4000 and Weight 2000

Figure 2 shows that the ballast can raise the car object by weight of 2000 kg easily because the ballast has a greater weight than the object, and for another example like figure 3 below @IJRTER-2017, All Rights Reserved

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International Journal of Recent Trends in Engineering & Research (IJRTER) Volume 03, Issue 07; July - 2017 [ISSN: 2455-1457]

Figure 3. Pressure 4000 and Weight 10000

It appears in Figure 3 that the truck's car has been lifted but slowly because the test object weighs 10,000 kg while the hydraulic weight of 4000 kg will, of course, take time to lift the object, Based on the test results obtained that the mass of an object will be lifted if the ballast has a greater weight than the mass of the object. IV.CONCLUSION Experiments performed to show that Pascal law can be made in the form of simulations to facilitate students or anyone else who wants to know how Pascal work works. REFERENCES R. Mayer and Mayer, “Principles of multimedia design,” Multimed. Learn., pp. 5–10, 2001. R. E. Mayer, “Multimedia learning,” in Psychology of Learning and Motivation, vol. 41, 2002, pp. 85–139. A. Muhson, “Pengembangan Media Pembelajaran Berbasis Teknologi Informasi,” J. Pendidik. Akunt. Indones., vol. 8, no. 2, pp. 1–10, 2010. 4. S. D. Sorden, “The cognitive theory of multimedia learning,” Handb. Educ. Theor., pp. 1–31, 2012. 5. Sahid, “Pengembangan Media Pembelajaran Berbasis ICT,” Pendidik. Mat. FMIPA UNY, pp. 1–16, 2007. 6. M. Taufik, N. S. Sukmadinata, I. Abdulhak, and B. Y. Tumbelaka, "Desain Model Pembelajaran Untuk Meningkatkan Kemampuan Pemecahan Masalah Dalam Pembelajaran IPA (Fisika) Sekolah Menengah Pertama di Kota Bandung," Berk. Fis., vol. 13, no. 2, pp. 31–44, 2010. 7. D. P. Maloney, “Rule-governed approaches to physics - Newton’s third law,” Phys. Educ., vol. 19, no. 1, pp. 37–42, 1984. 8. R. Mayer and Mayer, “DESIGN PRINCIPLES OF MULTIMEDIA LEARNING MATERIALS,” in Multimedia Learning, 2001, pp. 5–10. 1. 2. 3.

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