Behaviorism, Cognitive, & Constructiveness

1. LEARNINGLEARNING
THEORYTHEORY

2. behaviorismebehaviorisme

3. National and world cycling champiaonNational and world cycling champiaon
Two time Olympic championTwo time Olympic champion
Five time winner of Tour de FranceFive time winner of Tour de France
Train for 12 hoursTrain for 12 hours
EVERYDAYEVERYDAY
Lance ArmstrongLance Armstrong
Cancer survivorCancer survivor

4. 16 hours of practice16 hours of practice
4 hours of theory4 hours of theory
4 hours sleep4 hours sleep
EVERYDAYEVERYDAY
Nadia ComaneciNadia Comaneci
Originator of the prefect 10Originator of the prefect 10

5. Set 35 world recordsSet 35 world records
He competed against himselfHe competed against himself
EVERYDAYEVERYDAY
Sergei BubkaSergei Bubka
Still standing tallStill standing tall

6. CognitivismCognitivism

8. HUKUM KEABADIAN TENAGA

9. Tunjukan tenaga adalah abadi
bagi suatu objek yang
jatuh bebas
(10 minit dari sekarang!)

11. m
hh3
4
A
B
C
X
X
X
EA= EB = EC = EN
Tenaga Abadi?

12. m
hh3
4
A
B
C
X
X
X
E = KE+PE
EA=KEA+PEA
KE = mv21
2
PE = mgh

13. m
hh3
4
A
B
C
X
X
X
EA=KEA+PEA
KEA = mvA
21
2
PEA = mgh
v2
=u2
+2as
vA
2
=u2
+2gs
vA
2
=02
+2g(0)
vA
2
=0
KEA = 0
EA=0 +mgh
EA= mgh

14. m
hh3
4
A
B
C
X
X
X
EB=KEB+PEB
KEA = mvA
21
2
PEB = mghB
v2
=u2
+2as
vB
2
=uB
2
+2g
vB
2
=02
+
vB
2
=
EA=0 +mgh
EA= mgh
= mg 3
4
h
1
4
h
gh
2
gh
2
KEB = mvB
21
2
KEB = m1
2
gh
2
= mgh
4
EB=KEB+PEB
= mg 3
4
hmgh
4
+ = mgh

15. m
hh3
4
A
B
C
X
X
X
EC=KEC+PEC
KEA = mvA
21
2
PEC = mghC
v2
=u2
+2as
vC
2
=uC
2
+2gh
vC
2
=02
+
vC
2
=
EA=0 +mgh
EA= mgh= mg(0)
2gh
2gh
KEC = mvC
21
2
KEC = m1
2
(2gh)
= mgh
EC=KEC+PEC
= 0mgh + = mgh
= 0

16. A
B
C
m
m
m
m
EA= mgh
EB= mgh
EN= mgh
EC= mgh

17. A
B
C
m
m
m
m
EA= mgh
EB= mgh
EN= mgh
EC= mgh

18. ConstructivismConstructivism

19. •Betulkan yang biasa
•Biasakan yang betul

23. I went to my colleague’s office and read the examination question,
“Show how it is possible to determine the
height of a tall building with the
aid of a barometer”

24. 4:00 pm – 4:45 pm4:00 pm – 4:45 pm

26. Some time ago I received a call from a colleague
who asked if I would be the referee on the grading
of an examination question.

27. He was about to given a student a zero for his
answer, to a physics question,

28. while the student claimed he should receive
a perfect score and would
if the system were not set up against the student.

29. The instructor and the student agreed
to submit this to an impartial arbiter,
and I was selected.

30. I went to my colleague’s office and read the examination question,
I went to my colleague’s office and read
the examination question,
“Show how it is possible to determine the
height of a tall building with the
aid of a barometer.”

31. “Show how it is possible to determine the height of a tall building
with 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 to
the street and then bring it up, measuring the
length of the rope.
The length of the rope is the height of
the building.”

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

33. I gave the student six minutes to answer the
question with the warning that the answer should
show some knowledge of physics.
At the end of five minutes, he had not
written anything.
I asked if he wished to gave up,
but he said no, he had many answer to this
problem; he was just thinking of the best one.

34. I excused myself for interrupting him and
asked him to please go on.

35. In the next minute he dashed off his answer
which read.
Take the barometer to the top of the building
and 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.

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

37. While leaving my colleague's office, I recalled
that the student had said that he had other
answers to the problem, so I asked him what
they were. "Well," said the student, "there are
many ways of getting the height of a tall
building with the aid of a barometer.
For example, you could take the barometer
out on a sunny day and measure the height
of 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."

38. “Fine," I said, "and others?"

39. "Yes," said the student, "there is a very basic
measurement method you will like.
In this method, you take the barometer and
begin to walk up the stairs. As you climb the
stairs, you mark off the length of the barometer
along the wall. You then count the number of
marks, and this will give you the height of the
building in barometer units.
A very direct method."

40. "Of course. If you want a more sophisticated
method, you can tie the barometer to the end of
a string, swing it as a pendulum, and determine
the value of g [gravity] at the street level and at
the top of the building. From the difference
between the two values of g, the height of the
building, in principle, can be calculated."

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

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

43. At this point, I asked the student if he really did
not know the conventional answer to this question.
He admitted that he did, but said that he was
fed up with high school and college instructors
trying to teach him how to think.

44. The name of the student was Niels Bohr (1885-1962)
Danish Physicist; Nobel Prize 1922; best known for
proposing the first 'model' of the atom with protons
& neutrons, and various energy state of the
surrounding electrons .. the familiar icon of the
small nucleus circled by three elliptical orbits
but more significantly, an innovator in
Quantum 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 Royal
Academy, and recipient of the Nobel Prize in
Physics, related the above story