PERC 2019 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | Teaching Gravitational Potential Energy: Student Interaction with Surface Manipulatives |
|---|---|
| Abstract: | 3D plastic surface models have been used to help students explore mathematical concepts related to functions of two variables. In order to understand how students reason with these models and their associated contour maps, we present analysis of three small groups of students working on an instructional activity designed to help students explore the relationship between gravitational potential energy and force for an Earth-satellite system. Students most often used the surface to examine functional behavior, discuss derivatives, and compare characteristics of the surface. Students often referred to the surface model in their explanations by pointing, gesturing, and tracing (without marking). Students held and drew on the surface less often, and rarely used the contour map. These results indicate that students may need additional support in using the contour map and encouragement to use props to visualize gradient vectors and viewing the surface from different vantage points. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session I |
| Poster Number: | A63 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Abigail Kimbrough Department of Physics, Oregon State University |
| Co-Author(s) and Co-Presenter(s) |
Paul J. Emigh, Department of Physics, Oregon State University Jonathan W. Alfson, Department of Physics, Oregon State University Elizabeth Gire, Department of Physics, Oregon State University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
