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A research-based approach to improving student understanding of the vector nature of kinematical concepts
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10.1119/1.2000976
/content/aapt/journal/ajp/73/10/10.1119/1.2000976
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/73/10/10.1119/1.2000976

Figures

Image of Fig. 1.
Fig. 1.

Questions used early in the investigation. In each case, students were asked to draw velocity vectors and to indicate the approximate direction of the acceleration for various points in the motion.

Image of Fig. 2.
Fig. 2.

Questions used to examine the relation between vector skills and conceptual understanding: (a) 1D pretest on collision of two carts, (b) 1D matched pretests on manipulation of vectors, and (c) 2D post-test on manipulation of vectors.

Image of Fig. 3.
Fig. 3.

Examples of pretests administered to large numbers of students. Students were asked to draw velocity and acceleration vectors at various points during each motion. (a) 1D pretest on ball moving up and down a ramp. (b) 2D pretest on object moving at constant speed along a closed, horizontal track. Some students were also asked about the case that the object speeds up from rest.

Image of Fig. 4.
Fig. 4.

Examples of 1D post-tests. (a) Two pucks collide on a frictionless table. Students were asked to give the directions of the accelerations and the relative magnitudes. (b) Two blocks of different mass move on a frictionless incline. Students were asked to indicate the direction of the acceleration of block B at the earlier instant and to draw the change in velocity vector for block A.

Image of Fig. 5.
Fig. 5.

Example of 2D post-test. Students were asked to sketch velocity and acceleration vectors at the labeled points for the case that the object moves at constant speed and to draw acceleration vectors for the case that the object moves with increasing speed.

Tables

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Table I.

Results from 1D pretest on the colliding carts [Fig. 2(a) ] and 1D post-test on the colliding pucks [Fig. 4(a) ].

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Table II.

Results from 1D pretest on the ball on ramp [Fig. 3(a) ] and 1D post-test on the motion of two blocks [Fig. 4(b) ]. Not all students were asked about both the velocity and the acceleration.

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Table III.

Results from 2D pretests [Fig. 3(b) ] and post-tests (Fig. 5 ) involving motion at constant speed in a horizontal plane.

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Table IV.

Results from 2D pretests [Fig. 3(b) ] and post-tests (Fig. 5 ) involving motion with increasing speed in a horizontal plane.

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/content/aapt/journal/ajp/73/10/10.1119/1.2000976
2005-10-01
2014-04-23
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752b84549af89a08dbdd7fdb8b9568b5 journal.articlezxybnytfddd
Scitation: A research-based approach to improving student understanding of the vector nature of kinematical concepts
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/73/10/10.1119/1.2000976
10.1119/1.2000976
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