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Abstract Title: Changes in Students: Conceptual Understanding of Force, Velocity, and Acceleration
Abstract: We have developed a multiple-choice test designed to probe students' conceptual understanding of the relationships among the directions of force, velocity, and acceleration. We report here on student data taken over the course of instruction in introductory mechanics and electricity and magnetism. This data suggests that honors students move from the common incorrect response, for example that velocity must be in the direction of the acceleration or net force, through a "partially correct" response, that velocity can be either opposite to or in the direction of the acceleration or net force but not zero, before arriving at a correct model. This data is in agreement with previously reported results that showed these patterns among different levels of students but was not a within student study. In addition, we report on the effectiveness of different small computer based training sessions given shortly before students take this quiz.
Abstract Type: Contributed Poster

Contributed Poster

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Author/Organizer Information

Primary Contact: Rebecca Rosenblatt
The Ohio State University
191 W. Woodruff Ave.
Columbus, OH 43210
Phone: 614-460-9502
and Co-Presenter(s)
Andrew Heckler
The Ohio State University