PERC 2009 Abstract Detail Page
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| Abstract Title: | Modeling Student Conceptual Understanding of Force, Velocity, and Acceleration |
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| Abstract: | We have developed a multiple choice test designed to probe students' conceptual understanding of the relationships between force, velocity, and acceleration. The test was administered to more than 800 students in standard or honors introductory physics courses or a second-year physics majors' course. We report on several validity and reliability measures for the test including correlations with grade, course level, and the Force Concept Inventory. Results indicate that students are much more likely to respond that the velocity of an object can be zero or opposite to the acceleration than the velocity can be zero or opposite to the net force. The data also indicates a possible evolution from the common misconception, that velocity must be in the direction of the acceleration or net force, through an intermediate model where velocity can be opposite to or in the direction of the acceleration or net force but not zero. |
| Abstract Type: | Contributed Poster |
| Contributed Poster: | Download the Contributed Poster |
Author/Organizer Information | |
| Primary Contact: |
Rebecca Rosenblatt The Ohio State University 191 W. Woodruff Ave. Columbus, OH 43210 Phone: 217-766-4002 |
| Co-Author(s) and Co-Presenter(s) |
Eleanor C. Sayre Wabash College email: le -at- zaposa.com and Andrew F. Heckler The Ohio State University 191 W. Woodruff Ave. Columbus, OH 43210 email: heckler -at- mps.ohio-state.edu |
