Students models of Newton s second law in mechanics and electromagnetism (original) (raw)
Related papers
Universal Journal of Educational Research, 2020
The aim of this research was to change students' conceptions of Newton's Second Law (NSL) through Express-Refute-Investigate-Clarify (ERIC) text. Students' alternative conception can be a problem to learn other physics concepts, especially on basic concepts such as acceleration, force and mass on Newton's Second Law. The research method was used mixed methods, with an embedded mixed method as a research design. The participant involved in this research were 31 students (15 boys and 16 girls, their age were 15-16 years old) at one of the senior high schools in Sukabumi, West Java, Indonesia. Data were collected through Multi-representation Of Tier Instrument On Newton's law (MOTION) as much as six questions in the form of a four-tier test. Students' conceptions were analyzed using the rubric. The quantitative data were the percentage of students' conceptions, while the qualitative data were obtained based on conceptual change and students' answers in the ERIC text. From the data analysis, the average percentage of Sound Understanding (SU) was enhanced and Alternative Conception was decreased from pre-test to post-test. It can be concluded that the use of ERIC text can change students' conceptions of Newton's Second Law into a scientific concept. Teachers can use ERIC text to enhance students' conceptual understanding or reduce alternative conceptions, especially on NSL.
Learning, retention, and forgetting of Newton’s third law throughout university physics
Physical Review Special Topics - Physics Education Research, 2012
We present data from a between-student study on student response to questions on Newton's third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learning not capturable by pretesting and post-testing. We find a significant positive effect of instruction that diminishes by the end of the quarter. Two quarters later, a significant dip in correct response occurs when instruction changes from the vector quantities of electric forces and fields to the scalar quantity of electric potential. When instruction returns to vector topics, performance rebounds to initial values.
Conception of Motion as Newton Law Implementation among Students of Physics Education
Jurnal Pendidikan Sains, 2019
: The study was conducted by giving an identification test on Newton’s laws of motion application in the form of multiple choice questions to students who were enrolled in Mechanics and Basic Physics Courses. The analysis was based on student answers and the level of student confidence in the correctness of the answers in quantitative descriptive and qualitative. The results of the analysis of identification tests were reinforced by thinking map of Newton’s laws of student presentation and followed up by interviews. The results show that students’ conceptions of motion and Newton’s laws is insufficient. Prospective teacher students are required to learn the concepts of Motion and Newton’s Law applied and influenced by common sense. Key Words : conception, Newton’s laws, motion Abstrak : Penelitian dilakukan dengan memberikan tes identifikasi aplikasi hukum-hukum Newton tentang gerak kepada mahasiswa berupa soal pilihan ganda pada mahasiswa yang terdaftar pada matakuliah Mekanika dan...
Modeling students’ conceptual understanding of force, velocity, and acceleration
2009
We have developed a multiple choice test designed to probe students' conceptual understanding of the relationships among the directions of force, velocity, and acceleration. The test was administered to more than 800 students enrolled in standard or honors introductory physics courses or a second-year physics majors course. The test was found to be reasonably statistically reliable, and correlations of test score with grade, course level, and the Force Concept Inventory were moderate to strong. Further analysis revealed that in addition to the common incorrect response that velocity must be in the direction of the acceleration or net force, up to 30% of students gave "partially correct" responses, for example that velocity can be either opposite to or in the direction of the acceleration or net force but not zero. The data also suggests that for some students their evolution of understanding may progress through this kind of partially incorrect understanding.
Jurnal Pendidikan IPA Indonesia
The Newton’s Cradle comprises a series of pendulums often used in physics classrooms to demonstrate the principles of conservation of momentum and kinetic energy in elastic collisions. By utilizing open-ended questions and several Newton’s cradle scenarios, this study aims to clarify how the Newton’s cradle can be used for assessing the mental models of the principles of conservation of momentum and energy. Interviews with 18 college students and five physics professors each lasted 30 to 45 minutes. Firstly, they were asked to explain how the Newton’s cradle works. Next, a scenario started with three balls with equal masses where one collides with the other two, they were asked to explain if the possible outcomes for a collision with initial momentum = mv1 + 0 + 0 and the final momentum = (-mv1/3) + (2mv1/3) + (2mv1/3). With a five-ball Newton’s Cradle, students were asked to explain the outcomes when 1) one collides with the other four, 2) two collide with the other three, 3) three...
Fluctuations in student understanding of Newton's 3rd law
2010
We present data from a between-student study on student response to questions on Newton's Third Law given throughout the academic year. The study, conducted at Rochester Institute of Technology, involved students from the first and third of a three-quarter sequence. Construction of a response curve reveals subtle dynamics in student learning not captured by simple pre/post testing. We find a a significant positive effect from direct instruction, peaking at the end of instruction on forces, that diminishes by the end of the quarter. Two quarters later, in physics III, a significant dip in correct response occurs when instruction changes from the vector quantities of electric forces and fields to the scalar quantity of electric potential. Student response rebounds to its initial values, however, once instruction returns to the vector-based topics involving magnetic fields.
American Journal of Physics, 1998
In this paper, we describe the Force and Motion Conceptual Evaluation, a research-based, multiple-choice assessment of student conceptual understanding of Newton's Laws of Motion. We discuss a subset of the questions in detail, and give evidence for their validity. As examples of the application of this test, we first present data which examine student learning of dynamics concepts in traditional introductory physics courses. Then we present results in courses where research-based active learning strategies are supported by the use of microcomputer-based ͑MBL͒ tools. These include ͑1͒ Tools for Scientific Thinking Motion and Force and RealTime Physics Mechanics laboratory curricula, and ͑2͒ microcomputer-based Interactive Lecture Demonstrations. In both cases, there is strong evidence, based on the test, of significantly improved conceptual learning.
What It Takes to Understand: One College Student's Mental Model of Force, Acceleration and Velocity
In this study one female freshman college student's understanding and obstacles to learning about force, acceleration and velocity were investigated in a grounded theory case study research before, during, after and long after a brief instruction. It was found that in her knowledge she lacked a proper understanding of the concept of 'rate of change' and her conceptions were highly persistent. Use of analogies worked at times to bring her understanding closer to that of scientific ones. However, sustaining new conceptions in her conceptual framework was rather difficult.
How do our Students Understand Newton s
SCIENCE EDUCATION INTERNATIONAL, 2020
Newton’s third law of motion is probably one of the easiest and simplest laws in physics for students to recite. However, when they are given questions where they must apply the understanding of the law to solve a problem, it often becomes a challenge. They seem to forget about the fact that action and reaction are opposite and equal. In this study, five sequential activities were used in the teaching of Newton’s third law of motion: Concept quiz, conceptual reasoning questions, interactive teaching, reflection, and application and problem-solving questions. Twenty 1st year University Physics students at the University of Education, Winneba, were introduced to the Newton’s third law of motion using real-life examples in an interactive engagement approach. The results indicated that students could give better qualitative reasoning and verbal explanations to most of the qualitative reasoning questions that were put as an effective strategy to assess students’ learning after the interactive engagement approach. It was also revealed that students were intellectually active in understanding the concept of Newton’s third law of motion. KEY WORDS: Newton’s third law of motion, understand, concept, interactive engagement