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This article describes a study in which find out why students provide different answers to two problems that differ only in the representation of motion used. Two problems using strobe diagrams to present information about motion were selected from the Force Concepts Inventory [D. Hestenes, M. Wells, and G. Swackhamer, Force Concept Inventory, Phys. Teach. 30, 141-158 (March, 1992)]. The problems were rewritten using graphs to present motion information. and were given to students in a calculus-based physics course as part of a recitation quiz. Student performance on the different versions of each problem was compared. This data will be used to compare student understanding of both strobe diagrams and motion graph representations with student understanding of acceleration and velocity expressed orally.
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