Web services for physics – graphics generator

Eliza Consuela Isbasoiu Department Informatics, University Spiru Haret

Faculty Accounting and Finance 115100 Campulung Muscel, Romania

e-mail: prof_vesel74@yahoo.com

Madalin Preotesescu Department IT

Digital Cable Systems Bucharest, Romania

e-mail: madalin.preotesescu@akta.ro

Abstract—Beginning with the web services realized on the basis of the numerical calculation – my own prior accomplishment – I want to realize a soft which helps the instruction in physics. It is known the fact that the educational systems began as a consequence of the desire of automation of the educational process [2]. Thus, there is a series of softs connected with the elementary notions, but also focused on a specific phenomenon. The web services for physics in education I want to realize represent a step ahead.

Keywords - Web Services; distributed systems; numerical calculation; web services for physics in education

I. INTRODUCTION It is known the fact that the best results in education

appear when the process is individualized and it is adapted to the necessities of the person which learns.

The purpose is to create specific competences in a well determined learning field. The competences are realized by the learning process which is repetitive and difficult.

The present models meet a series of problems:

1) Consider the behavior as being based on rules and patterns

2) Do not treat the studying domain as being composed of connected concepts; but as being composed of individual concepts or competences

3) The patterns are constructed on the basis of the instructors or teachers experience, but not beginning with the perception of the learning person

4) Simulate the learning history, bur do not consider the gained experience

5) Implement simple piece structures 6) Realize a punctual diagnosis, based on concepts, not on

the whole assembly of the subject under study.

II. THE PRESENT STADIUM OF THE EDUCATIONAL SYSTEMS

Generally, the application domains for the educational

systems are scientific domains, such as: physics,

mathematics, chemistry, the life science, birotics, informatics, telecommunications, foreign languages, accounting, banking, energy field, health. They match the fields rich in structured pieces of knowledge, not too complex and which do not imply behavior relations between the users.

Figure 1. The historic of the systems of learning

The specific literature shows a variety of implemented architectures. All these begin their construction with the experts’ experience, but not with the perception of the learning person. They tried to standardize the curriculum of some basic subjects in the field of computers science, which comprise the competences, the system of marking and testing, the educational strategies [4], but the researches are at the beginning. We want to stress the fact there is an intrinsic connection between the obtained results and the manner of teaching which depends much of the teacher’s experience. This experience is not incorporated in the educational system; they consider it can not be improved.

A series of systems which simulate the learning historic

are developed, but any system does not take into account the historic of some series of users.. As usual, the users are inventive and creative; they have behaviors which can not be foreseen by the pedagogues.

2009 Third UKSim European Symposium on Computer Modeling and Simulation

978-0-7695-3886-0/09 $26.00 © 2009 IEEE

DOI 10.1109/EMS.2009.14

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2009 Third UKSim European Symposium on Computer Modeling and Simulation

978-0-7695-3886-0/09 $26.00 © 2009 IEEE

DOI 10.1109/EMS.2009.14

456

2009 Third UKSim European Symposium on Computer Modeling and Simulation

978-0-7695-3886-0/09 $26.00 © 2009 IEEE

DOI 10.1109/EMS.2009.14

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Due to the restriction imposed by time and resources, the most part of the implementations are reduced to the simple models of knowledge, which comprise only a small part of the concepts to be learned. The existed models combine the knowledge state of the user with the theoretical basis, by implying the theory in problem solving. So the present systems of education do not determine the state of knowledge of the whole subject. They do not combine the theoretic concepts with the complex applicative part; thus, the cognitive strategies and the specific ones used by the users for each domain of study are omitted.

III. THE ADAPTATION OF THE EDUCATIONAL SYSTEM TO THE USER

The adaptation of the educational system to the user

depends on the type of the learning field, the level of knowledge at the beginning of the educational process, the purpose of the instruction process, the user personality and the implemented cognitive model. The adaptation can be realized under a few aspects [1]:

1) Personalization – it leads to adapted educational systems, from the point of view of the content, the structure, the function of the studying person.

2) Assessing – is the mechanism which verifies the practice abilities and the theoretical abilities during the educational process and the self-correction.

3) Diagnosis – refers to the automatic diagnosis of the necessary characteristics of the users for the personalization process or for the diagnosis of the errors the users made during the evaluation process.

4) The system – user communication is an open approach of the educational system, able to sustain a dialogue with the user.

IV. THE KNOWLEDGE MODELATION BY THE EDUCATIONAL SYSTEM

The pieces of knowledge and competences in a learning

domain are necessary in representations. The projecting and realizing of some educational media represents the future.

In the following image it is represented the method of knowledge modeling.

Figure 2. The knowledge modeling

This method proposes to identify and structure the pieces of knowledge through a schematic representation, which can be manipulated, comprehensible, communicated, and available. The process of adaptation of the pieces of knowledge in a process based on a system of knowledge [3] is represented in the figure below.

Figure 3. The process of adaptation of the knowledge in a system based

on a system of knowledge

V. THE WEB SERVICE AS A GRAPHICS GENERATOR

In practice, there is the tendency to rapidly pass to the

implementing part, the inpatient degree being inversely proportional to the experience. It was demonstrated that every stage must be covered with a maximal degree of responsibility, otherwise the chances of obtaining wrong results increases.

As long as the informatics and communications technology evolve, the implications they have on the educational system are difficult to be foreseen. There will be always new opportunities, new difficulties, but there will also be results and benefits.

Computers simulations seem to be the most efficient methods of using the computers in physics. There are encouraged processes used in research physics: for determining the cause of an effect, in prognosis and also for research data interpreting.

As a rule, the simulations develop an inductive and deductive way of thinking, by assuring the capacity of problem solving, the formulation of new hypotheses and tests realization.

We consider the users be allowed to realize other experiments, realized as a preliminary in a physics laboratory.

Beginning with these aspects and using the web services for numerical calculation subsequently realized, I selected a series of mathematical functions, useful for the equations used for the continuous electricity, for the calculation of the inertia forces on the ground surface, for the calculation of the dynamics of the variable weight point for finding the admissible resistance, in sounds producing and propagating.

The graphic interface the user finds is a simple one, but extremely efficient, because it is generalized for every type of study.

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Figure 4. The image of the graphic interface of the web service – graphics

generator

When we press the button “generate graphs”, the user is asked after which essential parameter wants the graphic representation. For example, for the control electromotor tension, there are three variants:

1) The exterior variation of the U tension 2) The variable E contro electromotor tension 3) R variable

The following image presents this fact:

Figure 5. Select the variant for the graphic

The platform is divided into two working areas: the former is for the numerical calculating, the later is for the graphs realization.

The present paper is oriented towards the presentation of the web service for physics, thus we are making reference to the later area, presented above.

If we select the sounds perception, due to the equation:

I = 2 π2 ρ Α2ν2

We can represent the sounds intensity; we introduce two

values, the minimum and the maximum ones, the representation being made after a desired pattern.

Figure 6. The graphic representation of the sound intensity

Staying into the same domain, if we make reference to the sound sources and we are interested in finding the sound speed and frequency in the chord of a segment, we successively apply the following equations:

l = n λ /2; λ 2 ν

Further on, if we introduce the values for the variable

parameters, we obtain the following graph:

Figure 7. The graphic representation of the sound speed in achord of a

segment

The determining of the inertial forces at the earth surface is for a long time an attractive domain in physics. Due to both the great number of possible situations and the great number of basic equations, we had to establish only the changeable parameters and introduce them into the interface. The most used equation for the graphic interface is the following:

FS = 2 ((K m MS) / D2) R cos α

Figure 8. The graphic representation of the inertial force at the earth

surface

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If we modify the weight, by increasing it simultaneously with the increasing of the α angle, the graph is the following:

Figure 9. The graphic representation of the inertial force at the earth

surface, for the angle α

The applications connected to things which use fuel for movement, such as rockets, planes, trains or cars occupy a special place in researches. The knowing and studying of the changeable point of weight dynamics is the basis of the studies. They also bases on a series of particular equations and situations. All these were taken into account for the realization of the web service. They can resolve all the known situations and offer us the possibility of the graph realization and of the subsequent discussions, too.

Figure 10. The graphic representation of the changeable weight point

speed, after an angle α

An application for the strength of materials is represented by the admissible resistance and the safe coefficient. The used equations for these are the following:

σ σ σ σ σ σ σ After introducing the variables into the equations, we

obtain the following graph:

Figure 11. The graphic representation of the admissible resistance and the

safe coefficient

The last studied case is represented by the floating. The factor which mostly affects this phenomenon is represented by the surface (noted with S). After introducing its minimum and maximum value, we obtained the graph which can be seen below:

Figure 12. The graphic representation of the limits between which a body

can float

VI. THE ABOVE REPRESENTATIONS SHOW US THE FOLLOWING CONCLUSIONS:

• the necessity of knowing of all the equations, but

also the particular cases which represent the basis of the physic phenomenon;

• the possibility of the interpretations, depending on the input values;

• simulations for finding other possible particular cases;

• the understanding of the physical phenomenon, at a practical level.

VII. FINAL CONCLUSIONS All this solutions are oriented towards scientific

applications, which bases on numerical calculations. They are followed by more complicated constructions.

There are many authors which value deeply the software architectures. Some of them consider it as being a separate profession by the software engineer [5]. Others consider it be independent, separate of the software engineer and thus, need separate learning approaches.

The activity can be considered from: a) Psychological points of view; b) Systematical points of view; c) Organizational points of view.

From the psychological point of view, the application is a creative process, which implies knowledge in close fields, such as: software engineer, the computers science, logics, cognitive sciences, programming languages and so on.

From the systematical points of view, the project is seen as an activity which implies the finding of the optimal solutions for a set of problems, taking into account the balance between obstacles and forces.

The organizational perspective offers the possibility as some software elements be re-used for other products.

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REFERENCES

[1] Cocu Adina, tef nescu D, Pecheanu, ”Personalize in E-Learning Systems”, CNIV National Conference in Virtual Learning, Bucure til, 2003

[2] Isb oiu Eliza Consuela, Tascovici Daliana Ecaterina, Dragomir Robert Gabriel, ”Proiectarea web, suportul dezvolt rii comer ului electronic”, Ed. Paralela 45, Pite ti, 2008, p.11-16

[3] L culeanu Ana Maria, ”Tehnologia informa iei cu aplica ii în sistemul educa ional”, Bucure ti, 2006

[4] Martin Griffiths, “Talking physics in the social web”, January, USA, 2008

[5] Rubin H. Landau, CristianC. Bordeianu, ”Computational Physics. A Better Model for Physics Education?”, Oregon State University, USA, 2008

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