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Proceeding of 2nd International Conference on Mathematics and Natural Sciences (ICMNS) 2008

DETERMINATION OF MEDIUM VISCOSITY


USING EXPERIMENTS AND JAVASCRIPT SIMULATIONS
AS A TEACHING MEDIUM IN PHYSICS
Amalia1,3, Eni Lailiyah2,3, and Sparisoma Viridi4
1Madrasah Aliyah Negeri 1 Palembang
2Madrasah Tsanawiyah Al-Hidayah Jombang
3Program Magister Pengajaran Fisika, FMIPA, Institut Teknologi Bandung
4Departemen Fisika, Institut Teknologi Bandung

Abstract. Contemporary physics teachings given these days in classroom are all almost only around chalk and talk,
accompanied by questions. This situation indicates the need of physics experiments, but only cheap and simple
experiments can be accommodated using available budged and skills. One of the solutions is computer simulations
mimic the physical process. Two groups of students will be assigned to do different task: the first does an experiment
using standard factory experiment set

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Proceeding of 2nd International Conference on Mathematics and Natural Sciences (ICMNS) 2008

2 Theory
A fluid is a substance which may flow; that is, its constituent particles may continuously
change their positions relative to one another. Moreover, it offers no lasting resistance to
displacement, however great, of one layer over another. This means that, if the fluid is at rest,
there is no shear force (a force tangents to the surface on which it acts) can exist in it [5]. Fluids
may be divided into 2 kinds, liquids and gases. Liquids are fluids which are incompressible and
their volume remains constant as the pressure changes. And gases are liquids which are
compressible. It is suffering change in volume whenever the pressure changes [6]. In this paper
we consider only incompressible fluids, i.e. liquid.

Viscosity is the resistance to the movement of one layer of fluid over an adjacent one [5]. The
resistance is offered only while the movement is taking place. Thus when the external force is
removed, the flow subsides because of the resisting force. But, when the flow stops, the particles
of fluid stay in the position they have reached and have no tendency to revert to their original
position. In order to measure fluid viscosities, laminar flow is assumed in the pipe. Laminar flow
implies that the fluid flows in “layers” such that each layer moves at a velocity infinitesimally
different than the layers adjacent to it [7].

v3
v2
v1
v0
wall

Figure 1. Laminar flow of fluid: v 0 = 0 for fluid layer touched the wall, where v 3 > v 2 > v 1 > v 0 .

Adjacent laminar sheets experience friction as they slide past one another. This frictional force
is proportionally to the area A of contact between the sheets and the velocity gradient dv/dr

dv
F = ηA , (1)
dr
the proportionality constant η is called the viscosity coefficient. By solving Equation (1) velocity
of the fluid v that flows inside a circular tube as a function of r, v(r) can found

p1 − p2 2
v(r ) = (R − r 2 ) , (2)
4ηL
where p 1 and p 2 are pressure different to both ends of the tube with length L, r is position from
the centre of the tube, and R is radius of the circular tube.

R
r v(r)
p1 p2

L
Figure 2. Fluid flows through a circular tube with radius R and length L because of pressure different ΔP =
p1 – p2.

The velocity in every point is proportional to gradient per length unit or dP/dL (the direction of
flowing is always parallel to the decreasing of pressure). The total volume of fluid flowing
through the tube per second dV/dt is called debit of fluid Q, which is calculated by integrating
the fluid velocity v from Equation (2) over each element of cross sectional area dA from r = 0 to r
= R. This integration yields:

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Proceeding of 2nd International Conference on Mathematics and Natural Sciences (ICMNS) 2008

dV πR 4
Q= = ( p1 − p2 ) , (3)
dt 8ηL
which known as Poiseville’s equation. Equation (3) applies only to incompressible fluids
undergoing laminar flow.

3 Methods
3.1 First method
In this first method students will do experiments with one type of standard factory experiment
set for measuring fluid viscosity as shown in Figure 3. Thus, availability of the equipment is
obligatory. It means, only school with this facility can do this first method.

Figure 3. One type of a standard factory experiments set to measure viscosity which is used.

For experiments set shown in Figure 3 Equation (3) must be modified to

πR 4  ρg∆h 
Q=  , (4)
8η  L 
where ρgΔh is equal to (p 1 – p 2 ). Values of Δh can be measured directly by comparing height
different of the two vertical pipe with same diameter. From experiment data linearization can be
made using function of y = ax + b, where y ≡ Q, x ≡ ρgΔh/L, and a ≡ πR4/8η. Gradient of
linearization line a is then used to calculate value of viscosity η. Example of experiment data is
illustrated in Figure 4.

29.0

26.0
Q (cm3/s)

y = 0.618x + 21.708
23.0
R2 = 0.617

20.0
0.0 2.0 4.0 6.0 8.0 10.0 12.0
ρg Δh /L (g/cm2s2)
Figure 4. Linearization of experiment data: Q against ρgΔh/L, whose gradient is proportional to value of
viscosity η.

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Proceeding of 2nd International Conference on Mathematics and Natural Sciences (ICMNS) 2008

3.2 Second method


If a school does not have the type of standard factory experiment set for measuring fluid
viscosity as shown in Figure 3 it can still conduct a virtual experiment or a dry lab experiment
using computer simulation written using JavaScript in a HTML page. In this case availability of
computer equipment is then obligatory.

First, the simulation will show how the experiment should be conducted as if the students do
the real one. And then it allows the students to do the experiment virtually by only clicking
appropriate buttons. There are several pages to be covered by the students during dry lab
experiment, such as introduction page, aim/goal of dry lab experiment page, instruments/tools
page, theory page, methods page, data page, submission page, test pages (pre-test page and
pos-test page), and finally, references pages.

Even though the simulation is shown using an internet browser such as Internet Explorer,
Netscape, or Firefox, it does not to be online. The HTML file can be accessed locally. One of the
sample page showed in browser window is shown in Figure 5.

Figure 5. Data page of the dry lab experiment showed using Internet Explorer.

Flowchart of the simulation process is shown in Figure 6. First two input parameters are
volume and time needed to flow the volume. From these two parameters debit of fluids can be
determined. The difference of fluid height in two vertical pipes with same diameter is also
observed and noted as the third input parameter. All these parameters are then used in
Equation (4) in linearization of experiment data to calculate viscosity coefficient η. There is a
condition box in the flow chart to check whether value of the calculated viscosity coefficient η is
already closed enough to the value in literature or not. If not, we have to measure again the
input parameters to see if there is incorrectness in reading the instrument unit.

Some data produce a negative gradient in linearization, which conclude a negative value of
viscosity coefficient η. There is no meaning in negative value of η. This incorrectness could be
introduced by not carefully reading the measurement results or using inappropriate unit. When
it happens, the input parameters must be changed. This process is indicated by a box filled with
Q with negative sign as shown in Figure 6.

Teachers can modify other parameters to show phenomena on fluid, such as temperature and
pressure, according to aim/goal of physics teaching at their schools.

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Proceeding of 2nd International Conference on Mathematics and Natural Sciences (ICMNS) 2008

Figure 6. Flowchart of simulation process.

4 Results and Discussion


Three samples of simulation pages (captured in browser window) are shown in Figure 1 – Figure
3. Pre-test page is illustrated in Figure 1, free fall simulation page in Figure 2, and post-test
page in Figure 3.

Figure 1. Pre-Test consists of multiple choice type question (question 1–4) and essay (question 5).

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Proceeding of 2nd International Conference on Mathematics and Natural Sciences (ICMNS) 2008

Figure 2. Experiment section shows the free fall simulation results which are tabulated automatically after
choosing appropriate variable values.

Figure 3. Post-Test consists of multiple choice type question (question 1–4) and essay (question 5).

This simulation is still in the development stage and has not yet been tested, but other
observations in physics teaching using computers do attract students attention, which is good
as a motivation so that they will learn physics better than without using computers. This is
because the students always think that computers are interesting, and this thought can help
the teaching process more efficient since they like the tools.

Since simulation using computer in physics teaching at high school stage is rather new in
Indonesia, skills of teachers using this type of equipment is definitely required. It means that
implementation of this work in the school must also be accompanied by considering not only
availability of the tools but also the operators, i.e. teachers or assistants.

In the future goals of this work must be finer defined whether it should be used as a
complement to the conventional way of teaching in physics, contemporary physics teaching or

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Proceeding of 2nd International Conference on Mathematics and Natural Sciences (ICMNS) 2008

lecture way using chalk and blackboard, or it will be a subtitute to the conventional way. Both
choices will introduce advantages and disadvantages that must be considered carefully before
implementation.

4. Conclusions
We have been designing two methods for teaching physics about determination of viscosity
coefficient of fluids. The first one is using experiment method with standard factory experiments
set. Using this method, the students can carry out their own experiments. If the school does not
have standard factory experiments set but computer facility, we have another alternative, a dry
lab experiment – a computer simulation written using JavaScript. Although this simulation is
called in an internet Browser such as Internet Explorer, Netscape, or Firefox, it does not need to
be online since the program can be placed locally. Physics teachers can choose whether to use
Experiment method or Computer simulation method based on their schools situation.

Acknowledgment
Authors would like to thank Departemen Agama (Depag) Republik Indonesia and Institut
Teknologi Bandung (ITB), which cooperation (KERMA) in year 2006–2008 supports the
scholarships.

References
[1] U. Lauterburg, LabVIEW in Physics Education, Physics Institute University of Bern,
Switzerland.

[2] D. J. Grayson, and L. C. McDermott (1996), Use of the Computer for Research on Student
Thinking in Physics, American Journal Physics.64, 557-565.

[3] M. Moncur (2002), Sams Teach Yourself JavaScript in 24 Hours, United States of America.

[4] D. Hestenes (1998), Who Needs Physics Education Research?, American Journal Physics.
66, 456-467.

[5] J. W. Ireland (1971), Mechanics of Fluids, Butterworths, London.

[6] F. Charlton (1967), Textbook of Fluid Dynamic, D Van Nostrond Company Ltd, London.

[7] http://www.chem.hope.edu/~polik/Chem345-1997/gasviscosity/GasViscosity.html.

AMALIA
Program Magister Pengajaran Fisika, FMIPA,
Institut Teknologi Bandung, Indonesia
E-mail: liamanig@yahoo.com

ENI LAILIYAH
Program Magister Pengajaran Fisika, FMIPA,
Institut Teknologi Bandung, Indonesia
E-mail: el_leeyah@yahoo.com

SPARISOMA VIRIDI
Departemen Fisika, FMIPA,
Institut Teknologi Bandung, Indonesia
E-mail: dudung@fi.itb.ac.id

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