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Sharp Initial Disagreements Then Consensus in a Student Led Whole-Class Discussion
written by
Brant E. Hinrichs
After learning Newton's 2nd Law, students in a university modeling-based introductory physics class are asked to imagine a box sliding across a floor and slowing to a stop. Although they've had extensive experience with friction in the context of energy, this is their first exposure to friction within the context of force. They are asked to make different representations for this scenario, including a system schema, and force diagram. During their small group work, students quickly run into a difficulty: there are only two interactions with the box (contact, gravitational), so there should only be two forces, yet the box is slowing, which means it must have unbalanced forces in the direction of acceleration. In this paper, preliminary evidence from a student-led whole-class discussion is presented showing how the group reasons through sharp disagreement in their initial ideas to come to a useful consensus.
Physics Education Research Conference 2013
Part of the PER Conference series Portland, OR: July 17-18, 2013 Pages 181-184
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=13135">Hinrichs, Brant. "Sharp Initial Disagreements Then Consensus in a Student Led Whole-Class Discussion." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013.</a>
AIP Format
B. Hinrichs, , presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13135&DocID=3683).
AJP/PRST-PER
B. Hinrichs, Sharp Initial Disagreements Then Consensus in a Student Led Whole-Class Discussion, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13135&DocID=3683>.
APA Format
Hinrichs, B. (2013, July 17-18). Sharp Initial Disagreements Then Consensus in a Student Led Whole-Class Discussion. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved December 10, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13135&DocID=3683
Chicago Format
Hinrichs, Brant. "Sharp Initial Disagreements Then Consensus in a Student Led Whole-Class Discussion." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13135&DocID=3683 (accessed 10 December 2024).
MLA Format
Hinrichs, Brant. "Sharp Initial Disagreements Then Consensus in a Student Led Whole-Class Discussion." Physics Education Research Conference 2013. Portland, OR: 2013. 181-184 of PER Conference. 10 Dec. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13135&DocID=3683>.
BibTeX Export Format
@inproceedings{
Author = "Brant Hinrichs",
Title = {Sharp Initial Disagreements Then Consensus in a Student Led Whole-Class Discussion},
BookTitle = {Physics Education Research Conference 2013},
Pages = {181-184},
Address = {Portland, OR},
Series = {PER Conference},
Month = {July 17-18},
Year = {2013}
}
Refer Export Format
%A Brant Hinrichs %T Sharp Initial Disagreements Then Consensus in a Student Led Whole-Class Discussion %S PER Conference %D July 17-18 2013 %P 181-184 %C Portland, OR %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13135&DocID=3683 %O Physics Education Research Conference 2013 %O July 17-18 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Hinrichs, Brant %D July 17-18 2013 %T Sharp Initial Disagreements Then Consensus in a Student Led Whole-Class Discussion %B Physics Education Research Conference 2013 %C Portland, OR %P 181-184 %S PER Conference %8 July 17-18 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13135&DocID=3683 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Sharp Initial Disagreements Then Consensus in a Student Led Whole-Class Discussion:Know of another related resource? Login to relate this resource to it. |
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