How to cite this paper
Ayasrah, F., Alarabi, K., Mansouri, M., Fattah, H & Al-Said, K. (2024). Enhancing secondary school students' attitudes toward physics by using computer simulations.International Journal of Data and Network Science, 8(1), 369-380.
Refrences
Abou Faour, M., & Ayoubi, Z. (2017). The effect of using virtual laboratory on grade 10 students’ conceptual understand-ing and their attitudes towards physics. Journal of Education in Science Environment and Health, 4(1), 54-68.
Abu-AlSondos, I., Salameh, A.A., Alkhwaldi, A.F., Mushtaha, A.S., Shehadeh, M., Al-Junaidi, A.M. (2023a). Evaluating Mobile E-Learning Systems Acceptance: An Integrated Model. International Journal of Interactive Mobile Technolo-gies (iJIM), 17(16), 1–18.
Adams, W. K., Reid, S., LeMaster, R., McKagan, S. B., Perkins, K. K., Dubson, M., & Wieman, C. E. (2008). A Study of Educational Simulations Part 1-Engagement and Learning. Journal of Interactive Learning Research, 19(3), 397-419.
Ajzen, I. (2001). Nature and operation of attitudes. Annual Review of Psychology, 52(1), 27-58.
Alghazzawi, R., Alkhwaldi, A.F., & Al-Okaily, A. (2022). The effect of digital accounting systems on the decision-making quality in the banking industry sector: a mediated-moderated model. Global Knowledge, Memory and Communication, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/GKMC-01-2022-0015.
Aşıksoy, G., & İşlek, D. (2017). The Impact of the Virtual Laboratory on Students’ Attitude in a General Physics Labora-tory. International Journal of Online Engineering (iJOE). 13(04), 20-28.
Astalini., Kurniawan, D.A., Perdana, R., & Kurniawan, W. (2019). Identification Attitudes of Learners on Physics Sub-jects. Journal of Educational Science and Technology, 5(1), 40. DOI: https://doi.org/10.26858/est.v5i1.8231
Balfakih, N. M. (2003). The effectiveness of student team-achievement division (STAD) for teaching high school chemis-try in the United Arab Emirates. International journal of science education, 25(5), 605-624.
Batuyong, C. T., & Antonio, V. V. (2018). Exploring the Effect of PhET Interactive Simulation-Based Activities on Stu-dents’ Performance and Learning Experiences in Electromagnetism. Asia Pacific Journal of Multidisciplinary Re-search, 6(2), 121-131.
Blake, C., & Scanlon, E. (2007). Reconsidering simulations in science education at a distance: Features of effective use. Journal of Computer Assisted learning, 23(6), 491–502.
Bozkurt, E., & Ilik, A. (2010). The effect of computer simulations over students’ beliefs on physics and physics suc-cess. Procedia-Social and Behavioral Sciences, 2(2), 4587-4591.
Cairns, D., & Areepattamannil, S. (2019). Exploring the relations of inquiry-based teaching to science achievement and dispositions in 54 countries. Research in Science Education, 49(1), 1-23.
Couch, A. S. (2014). The Impact of Virtual Simulations on Student Comprehension of Mechanics. LSU Master’s Theses. 151. https://digitalcommons.lsu.edu/gradschool_theses/151.
Council, N. R. (2011). Learning Science Through Computer Games and Simulations. Washington, DC: The National Academies Press.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
De Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual do-mains. Review of Educational Research, 68(2), 179–201
Definitions.net. (2020). Defentions. [online] Available at: https://www.definitions.net/definition/ATTITUDE [Accessed 9 Apr. 2020].
Elwood, J., and Carlisle, K. (2003). Examining gender: Gender and achievement in the Junior and Leaving Certificate Ex-aminations 2000/2001. Dublin: National Council for Curriculum and Assessment.
Erinosho, S. Y. (2013). How Do Students Perceive the Difficulty of Physics in Secondary School?. An Exploratory Study in Nigeria. International Journal for Cross-disciplinary Subjects in Education (IJCDSE), 3(3), 1510-1515.
Fraser, B. J. (1981). TOSRA: Test of science-related attitudes handbook. Hawthorn, Victoria: Australian Council for Edu-cational Research.
Fraser, B., & Lee, S. (2015). Use of test of science related attitudes (TOSRA) in Korea. Attitude measurements in science education: Classic and contemporary approaches, 293-308. Charlotte, NC: Information Age Publishing.
George, R. (2000). Measuring change in Students‟ Attitude toward Science over Time: An Application of Latent Variable Growth Modeling. Journal of Science Education and Technology, 9(3), 213–225.
Gorard, S., & See, B. H. (2011). How can we enhance enjoyment of secondary school?. The student views. British Educa-tional Research Journal, 37(4), 671-690.
Hadzigeorgiou, Y. & Schulz, R. (2017). What Really Makes Secondary School Students “Want” to Study Physics?. Educa-tion Science, 7(4), 84. Doi:10.3390/educsci7040084
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.
Hidayati, N.A., Hendriati, N., Prasetyo, P., Putri, H. A., & Maimunah, S. (2017). Pengembangan Inovasi Pembelajaran Berbasis Proyek Ilmiah dalam Meningkatkan Sikap terhadap Ilmu Pengetahuan Siswa SMP Kota Malang. Jurnal Kon-seling dan Pendidikan, 5(2), 85-91. DOI: https://doi.org/10.29210/116600
Hill, C., Corbett, C., & St Rose, A. (2010). Why so few?. Women in science, technology, engineering, and mathematics. American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036.
Kattayat, S., Josey, S., & Asha, J. V. (2016). The relationship between simulation assisted instruction and attitude towards physics of adolescent students. American Scientific Research Journal for Engineering, Technology, and Sciences (ASRJETS), 22(1), 32-38.
Kost, L. E., Pollock, S. J., & Finkelstein, N. D. (2009, November). Unpacking gender differences in students’ perceived experiences in introductory physics. In AIP conference proceedings (Vol. 1179, No. 1, pp. 177-180). American Insti-tute of Physics.
McDonald, C. V. (2016). STEM Education: A review of the contribution of the disciplines of science, technology, engi-neering and mathematics. Science Education International, 27(4), 530-569.
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publi-cations.
Miller, D. I., & Wai, J. (2015). The bachelor’s to Ph. D. STEM pipeline no longer leaks more women than men: A 30-year analysis. Frontiers in psychology, 6, 37. DOI: 10.3389/fpsyg.2015.00037
Miller, D. I., Nolla, K. M., Eagly, A. H., & Uttal, D. H. (2018). The development of children’s gender‐science stereotypes: A meta‐analysis of 5 decades of US Draw‐a‐Scientist studies. Child development, 89(6), 1943-1955.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Mathematics. Re-trieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/international-results/
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathe-matics and Science. Retrieved from Boston College, TIMSS & PIRLS International Study Center web-site: https://timssandpirls.bc.edu/timss2019/international-results/
Osborne, J. & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: a focus group study. Inter-national Journal of Science Education, 23(5), 441-467.
Oymak, O., & Ogan-Bekiroglu, F. (2017). Comparison of Students’ Learning and Attitudes in Technology Supported and Laboratory Based Environments. The Eurasia Proceedings of Educational and Social Sciences, 6, 109-113.
Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., & Wieman, C. (2006). PhET: interactive simulations for teaching and learning physics. The Physics Teacher, 44(1), 18-23.
Putra, D. S., Lumbantoruan, A., & Samosir, S. C. (2019). Deskripsi Sikap Siswa: Adopsi Sikap Ilmiah, Ketertarikan Mem-perbanyak Waktu Belajar Fisika Dan Ketertarikan Berkarir Di Bidang Fisika. Tarbiyah: Jurnal Ilmiah Kependidikan, 8(2), 93. DOI: http://dx.doi.org/10.12928/jrkpf.v5i2.10736
Pyatt, K., & Sims, R. (2012). Virtual and Physical Experimentation in Inquiry-Based Science Labs: Attitudes, Perfor-mance and Access. Journal of Science Education and Technology, 21(1), 133-147.
Quinn, F., & Lyons, T. (2011). High School Students' Perceptions of School Science and Science Careers: A Critical Look at a Critical Issue. Science Education International, 22(4), 225-238.
Radlović-Čubrilo, D., Lozanov-Crvenković, Z., Obadović, D., & Segedinac, M. (2014). The application of multimedia and its effects on teaching physics in secondary school. Zbornik Instituta za pedagoska istrazivanja, 46(2), 339-363.
Reid, N. (2003). Gender and physics. International Journal of Science Education, 25(4), 509- 536.
Sarı, U., Hassan, A. H., Güven, K., & Şen, Ö. F. (2017). Effects of the 5E teaching model using interactive simulation on achievement and attitude in physics education. International Journal of Innovation in Science and Mathematics Edu-cation (formerly CAL-laborate International), 25(3), 20-35.
Sari, U., Pektaş, H. M., Çelik, H., & Kirindi, T. (2019). The Effects of Virtual and Computer Based Real Laboratory Ap-plications on the Attitude, Motivation and Graphic Interpretation Skills of University Students. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 27(1). DOI: http://dx.doi.org/10.30722/IJISME.27.01.001
Seba, J. M., Ndunguru, P. A., & Mkoma, S. L. (2013). Secondary school students’ attitudes towards Chemistry and Phys-ics subjects in Tarime-Mara, Tanzania. TaJONAS: Tanzania Journal of Natural and Applied Sciences, 4(2), 642-647.
Smist, J. M., Archambault, F. X., & Owens, S. V. (1994). Gender difference in attitude toward science. In the annual meet-ing of the American Educational Research Association (New Orleans, LA, USA).
Stewart, M. (1998). Gender issues in physics education. Educational Research, 40(3), 283-293.
Sukarni, W., Jannah, N., Qoriyana, D., & Zain, M. S. (2020). Scientific Attitude Identification and Interest of Pursuing Ca-reer in The Physics. Tarbiyah: Jurnal Ilmiah Kependidikan, 9(1), 66-77.
Tairab, H. & Wilkinson, W. (1991). Evaluation of biology trainee teachers' effectiveness using their students' Perceptions of teaching behaviour. Res. Sci & Tech Education, 9(1), 51 - 62
Unfried, A., Faber, M., Stanhope, D. S., & Wiebe, E. (2015). The development and validation of a measure of student atti-tudes toward science, technology, engineering, and math (S-STEM). Journal of Psychoeducational Assessment, 33(7), 622-639.
Wang, C., Ahmad, S. F., Ayassrah, A. Y. B. A., Awwad, E. M., Irshad, M., Ali, Y. A., ... & Han, H. (2023). An empirical evaluation of technology acceptance model for Artificial Intelligence in E-commerce. Heliyon, e18349.
Wardat, Y., Belbase, S., Tairab, H., Takriti, R. A., Efstratopoulou, M., & Dodeen, H. (2022). The influence of school fac-tors on students’ mathematics achievements in trends in international mathematics and science study (TIMSS) in Abu Dhabi Emirate schools. Education Sciences, 12(7), 424. https://doi.org/10.3390/educsci12070424
Widiyatmoko, A. (2018). The Effectiveness of Simulation in Science Learning on Conceptual Understanding: A Literature Review. Journal of international development and cooperation, 24(1), 35-43.
Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations that enhance learning. Science, 322(5902), 682-683.
Zacharia, Z., & Anderson, O. R. (2003). The effects of an interactive computer-based simulation prior to performing a la-boratory inquiry-based experiment on students’ conceptual understanding of physics. American Journal of Phys-ics, 71(6), 618-629.
Abu-AlSondos, I., Salameh, A.A., Alkhwaldi, A.F., Mushtaha, A.S., Shehadeh, M., Al-Junaidi, A.M. (2023a). Evaluating Mobile E-Learning Systems Acceptance: An Integrated Model. International Journal of Interactive Mobile Technolo-gies (iJIM), 17(16), 1–18.
Adams, W. K., Reid, S., LeMaster, R., McKagan, S. B., Perkins, K. K., Dubson, M., & Wieman, C. E. (2008). A Study of Educational Simulations Part 1-Engagement and Learning. Journal of Interactive Learning Research, 19(3), 397-419.
Ajzen, I. (2001). Nature and operation of attitudes. Annual Review of Psychology, 52(1), 27-58.
Alghazzawi, R., Alkhwaldi, A.F., & Al-Okaily, A. (2022). The effect of digital accounting systems on the decision-making quality in the banking industry sector: a mediated-moderated model. Global Knowledge, Memory and Communication, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/GKMC-01-2022-0015.
Aşıksoy, G., & İşlek, D. (2017). The Impact of the Virtual Laboratory on Students’ Attitude in a General Physics Labora-tory. International Journal of Online Engineering (iJOE). 13(04), 20-28.
Astalini., Kurniawan, D.A., Perdana, R., & Kurniawan, W. (2019). Identification Attitudes of Learners on Physics Sub-jects. Journal of Educational Science and Technology, 5(1), 40. DOI: https://doi.org/10.26858/est.v5i1.8231
Balfakih, N. M. (2003). The effectiveness of student team-achievement division (STAD) for teaching high school chemis-try in the United Arab Emirates. International journal of science education, 25(5), 605-624.
Batuyong, C. T., & Antonio, V. V. (2018). Exploring the Effect of PhET Interactive Simulation-Based Activities on Stu-dents’ Performance and Learning Experiences in Electromagnetism. Asia Pacific Journal of Multidisciplinary Re-search, 6(2), 121-131.
Blake, C., & Scanlon, E. (2007). Reconsidering simulations in science education at a distance: Features of effective use. Journal of Computer Assisted learning, 23(6), 491–502.
Bozkurt, E., & Ilik, A. (2010). The effect of computer simulations over students’ beliefs on physics and physics suc-cess. Procedia-Social and Behavioral Sciences, 2(2), 4587-4591.
Cairns, D., & Areepattamannil, S. (2019). Exploring the relations of inquiry-based teaching to science achievement and dispositions in 54 countries. Research in Science Education, 49(1), 1-23.
Couch, A. S. (2014). The Impact of Virtual Simulations on Student Comprehension of Mechanics. LSU Master’s Theses. 151. https://digitalcommons.lsu.edu/gradschool_theses/151.
Council, N. R. (2011). Learning Science Through Computer Games and Simulations. Washington, DC: The National Academies Press.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
De Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual do-mains. Review of Educational Research, 68(2), 179–201
Definitions.net. (2020). Defentions. [online] Available at: https://www.definitions.net/definition/ATTITUDE [Accessed 9 Apr. 2020].
Elwood, J., and Carlisle, K. (2003). Examining gender: Gender and achievement in the Junior and Leaving Certificate Ex-aminations 2000/2001. Dublin: National Council for Curriculum and Assessment.
Erinosho, S. Y. (2013). How Do Students Perceive the Difficulty of Physics in Secondary School?. An Exploratory Study in Nigeria. International Journal for Cross-disciplinary Subjects in Education (IJCDSE), 3(3), 1510-1515.
Fraser, B. J. (1981). TOSRA: Test of science-related attitudes handbook. Hawthorn, Victoria: Australian Council for Edu-cational Research.
Fraser, B., & Lee, S. (2015). Use of test of science related attitudes (TOSRA) in Korea. Attitude measurements in science education: Classic and contemporary approaches, 293-308. Charlotte, NC: Information Age Publishing.
George, R. (2000). Measuring change in Students‟ Attitude toward Science over Time: An Application of Latent Variable Growth Modeling. Journal of Science Education and Technology, 9(3), 213–225.
Gorard, S., & See, B. H. (2011). How can we enhance enjoyment of secondary school?. The student views. British Educa-tional Research Journal, 37(4), 671-690.
Hadzigeorgiou, Y. & Schulz, R. (2017). What Really Makes Secondary School Students “Want” to Study Physics?. Educa-tion Science, 7(4), 84. Doi:10.3390/educsci7040084
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.
Hidayati, N.A., Hendriati, N., Prasetyo, P., Putri, H. A., & Maimunah, S. (2017). Pengembangan Inovasi Pembelajaran Berbasis Proyek Ilmiah dalam Meningkatkan Sikap terhadap Ilmu Pengetahuan Siswa SMP Kota Malang. Jurnal Kon-seling dan Pendidikan, 5(2), 85-91. DOI: https://doi.org/10.29210/116600
Hill, C., Corbett, C., & St Rose, A. (2010). Why so few?. Women in science, technology, engineering, and mathematics. American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036.
Kattayat, S., Josey, S., & Asha, J. V. (2016). The relationship between simulation assisted instruction and attitude towards physics of adolescent students. American Scientific Research Journal for Engineering, Technology, and Sciences (ASRJETS), 22(1), 32-38.
Kost, L. E., Pollock, S. J., & Finkelstein, N. D. (2009, November). Unpacking gender differences in students’ perceived experiences in introductory physics. In AIP conference proceedings (Vol. 1179, No. 1, pp. 177-180). American Insti-tute of Physics.
McDonald, C. V. (2016). STEM Education: A review of the contribution of the disciplines of science, technology, engi-neering and mathematics. Science Education International, 27(4), 530-569.
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publi-cations.
Miller, D. I., & Wai, J. (2015). The bachelor’s to Ph. D. STEM pipeline no longer leaks more women than men: A 30-year analysis. Frontiers in psychology, 6, 37. DOI: 10.3389/fpsyg.2015.00037
Miller, D. I., Nolla, K. M., Eagly, A. H., & Uttal, D. H. (2018). The development of children’s gender‐science stereotypes: A meta‐analysis of 5 decades of US Draw‐a‐Scientist studies. Child development, 89(6), 1943-1955.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Mathematics. Re-trieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/international-results/
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathe-matics and Science. Retrieved from Boston College, TIMSS & PIRLS International Study Center web-site: https://timssandpirls.bc.edu/timss2019/international-results/
Osborne, J. & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: a focus group study. Inter-national Journal of Science Education, 23(5), 441-467.
Oymak, O., & Ogan-Bekiroglu, F. (2017). Comparison of Students’ Learning and Attitudes in Technology Supported and Laboratory Based Environments. The Eurasia Proceedings of Educational and Social Sciences, 6, 109-113.
Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., & Wieman, C. (2006). PhET: interactive simulations for teaching and learning physics. The Physics Teacher, 44(1), 18-23.
Putra, D. S., Lumbantoruan, A., & Samosir, S. C. (2019). Deskripsi Sikap Siswa: Adopsi Sikap Ilmiah, Ketertarikan Mem-perbanyak Waktu Belajar Fisika Dan Ketertarikan Berkarir Di Bidang Fisika. Tarbiyah: Jurnal Ilmiah Kependidikan, 8(2), 93. DOI: http://dx.doi.org/10.12928/jrkpf.v5i2.10736
Pyatt, K., & Sims, R. (2012). Virtual and Physical Experimentation in Inquiry-Based Science Labs: Attitudes, Perfor-mance and Access. Journal of Science Education and Technology, 21(1), 133-147.
Quinn, F., & Lyons, T. (2011). High School Students' Perceptions of School Science and Science Careers: A Critical Look at a Critical Issue. Science Education International, 22(4), 225-238.
Radlović-Čubrilo, D., Lozanov-Crvenković, Z., Obadović, D., & Segedinac, M. (2014). The application of multimedia and its effects on teaching physics in secondary school. Zbornik Instituta za pedagoska istrazivanja, 46(2), 339-363.
Reid, N. (2003). Gender and physics. International Journal of Science Education, 25(4), 509- 536.
Sarı, U., Hassan, A. H., Güven, K., & Şen, Ö. F. (2017). Effects of the 5E teaching model using interactive simulation on achievement and attitude in physics education. International Journal of Innovation in Science and Mathematics Edu-cation (formerly CAL-laborate International), 25(3), 20-35.
Sari, U., Pektaş, H. M., Çelik, H., & Kirindi, T. (2019). The Effects of Virtual and Computer Based Real Laboratory Ap-plications on the Attitude, Motivation and Graphic Interpretation Skills of University Students. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 27(1). DOI: http://dx.doi.org/10.30722/IJISME.27.01.001
Seba, J. M., Ndunguru, P. A., & Mkoma, S. L. (2013). Secondary school students’ attitudes towards Chemistry and Phys-ics subjects in Tarime-Mara, Tanzania. TaJONAS: Tanzania Journal of Natural and Applied Sciences, 4(2), 642-647.
Smist, J. M., Archambault, F. X., & Owens, S. V. (1994). Gender difference in attitude toward science. In the annual meet-ing of the American Educational Research Association (New Orleans, LA, USA).
Stewart, M. (1998). Gender issues in physics education. Educational Research, 40(3), 283-293.
Sukarni, W., Jannah, N., Qoriyana, D., & Zain, M. S. (2020). Scientific Attitude Identification and Interest of Pursuing Ca-reer in The Physics. Tarbiyah: Jurnal Ilmiah Kependidikan, 9(1), 66-77.
Tairab, H. & Wilkinson, W. (1991). Evaluation of biology trainee teachers' effectiveness using their students' Perceptions of teaching behaviour. Res. Sci & Tech Education, 9(1), 51 - 62
Unfried, A., Faber, M., Stanhope, D. S., & Wiebe, E. (2015). The development and validation of a measure of student atti-tudes toward science, technology, engineering, and math (S-STEM). Journal of Psychoeducational Assessment, 33(7), 622-639.
Wang, C., Ahmad, S. F., Ayassrah, A. Y. B. A., Awwad, E. M., Irshad, M., Ali, Y. A., ... & Han, H. (2023). An empirical evaluation of technology acceptance model for Artificial Intelligence in E-commerce. Heliyon, e18349.
Wardat, Y., Belbase, S., Tairab, H., Takriti, R. A., Efstratopoulou, M., & Dodeen, H. (2022). The influence of school fac-tors on students’ mathematics achievements in trends in international mathematics and science study (TIMSS) in Abu Dhabi Emirate schools. Education Sciences, 12(7), 424. https://doi.org/10.3390/educsci12070424
Widiyatmoko, A. (2018). The Effectiveness of Simulation in Science Learning on Conceptual Understanding: A Literature Review. Journal of international development and cooperation, 24(1), 35-43.
Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations that enhance learning. Science, 322(5902), 682-683.
Zacharia, Z., & Anderson, O. R. (2003). The effects of an interactive computer-based simulation prior to performing a la-boratory inquiry-based experiment on students’ conceptual understanding of physics. American Journal of Phys-ics, 71(6), 618-629.