Beruflich Dokumente
Kultur Dokumente
DOI: 10.1119/1.2000976
I. INTRODUCTION
The Physics Education Group at the University of Washington UW has been engaged in a long-term, large-scale
investigation of student understanding of motion.1 In this
project, we examined the ability of students to determine
qualitatively the magnitude and direction of the instantaneous velocity and acceleration of an object from knowledge
of its trajectory. Analysis of the results provided some of the
underpinnings for the treatment of kinematics in our two
curricula, Tutorials in Introductory Physics (TiIP)2 and Physics by Inquiry (PbI).3
Studies on student understanding of motion have been
conducted at all levels of instruction.4,5 The findings have
informed the treatment of kinematics in some innovative
curricula.6 Of particular relevance to the research and
research-based curriculum development discussed in this paper has been the work of Reif and his colleagues, who used
kinematics as a context for studies on cognition.7 In an intensive small-scale study, university students were asked to
find the acceleration of objects moving along various trajectories under different conditions. Drawing on insights gained
from observations and in-depth interviews, Reif formulated
some specific procedures to help students solve kinematics
problems. From this experience, he proposed a set of instructional guidelines for teaching problem solving more generally.
Like Reif, our group views teaching as a science. Student
learning is our primary criterion for determining teaching
effectiveness. We think of research, curriculum development,
and instruction as an iterative cycle. In this paper, we describe how we used information obtained through this process to design and assess instructional strategies to improve
student learning in kinematics.
II. MOTIVATION FOR THE EMPHASIS ON
VECTORS AND OPERATIONAL DEFINITIONS
A series of events that occurred early in the present investigation greatly influenced the direction of our research. Between 1988 and 1994, we administered problems on the motion of a simple pendulum to four populations. One group
consisted of about 125 undergraduates in introductory
calculus-based physics at UW, in which lectures on kinematics had been completed. A second group of 18 students was
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of real-world motion.10 We wanted to deepen our understanding of the nature of student difficulties and also to determine their prevalence.
2005 American Association of Physics Teachers
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Fig. 1. Questions used early in the investigation. In each case, students were
asked to draw velocity vectors and to indicate the approximate direction of
the acceleration for various points in the motion.
Fig. 2. Questions used to examine the relation between vector skills and
conceptual understanding: a 1D pretest on collision of two carts, b 1D
matched pretests on manipulation of vectors, and c 2D post-test on manipulation of vectors.
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Table I. Results from 1D pretest on the colliding carts Fig. 2a and 1D post-test on the colliding pucks Fig.
4a.
Pretest
a
Post-test
Undergraduates
N 5040
TAs
N 170
Undergraduates
N 1845
50%
90%
70%
40%
5%
25%
30%
65%
75%
40%
25%
5%
20%
10%
10%
20%
60%
55%
Directions of accelerations
Correct aA to left and aB to right
Most common incorrect
aA to right pretest
aB to left post-test
Relative magnitudes of accelerations
Correct aA aB
Incorrect
aA = aB
aA aB
Directions and relative magnitudes
Correct on both
a
Includes results from most of the Ph.D. granting universities in the study, which had very similar results. About
35% of the students N 200 at Harvard University and the UW honors section of the calculus-based course
answered both pretest questions correctly. About 5% of the students N 95 from the two-year college and the
four-year, non-Ph.D. granting university answered both pretests questions correctly. These data are not included.
knowledge of vectors necessary. The changes in the velocities can be found by subtracting the initial from the final
velocity for each cart. Because the time interval is the same,
the ratio of the magnitudes of the average accelerations is the
same as for the changes in velocity. Thus, cart A has the
larger acceleration, which is opposite to the direction of the
acceleration of cart B.
This problem was given to more than 5000 students in
introductory calculus-based physics at several universities at
various times during the first three weeks of class. The timing did not matter. Overall, about 20% of the students gave
both correct directions and relative magnitudes for the accelerations see Table I. The success rate for TAs on this problem was 60%. It seemed unlikely that this result and the
poorer performance of the graduate students on the pendulum and swing problems were primarily due to lack of basic
vector skills. We wondered to what extent difficulties with
vectors were responsible for the trouble the introductory students had with the colliding carts problem.
B. Tests on 1D matched problems: Concept application
and vector manipulation
We gave two matched, multiple-choice questions in several lecture sections see Fig. 2b. In one version of the
question, a cart strikes and rebounds from a wall. The velocity vectors are shown and the students are asked to find the
direction of the average acceleration N 360. In the other
version of this question, students are asked to find the difference between the same two vectors with no physical context
N 115. The problems were similar, but students did better
65% on the one involving only vector subtraction than on
the other 45%. On other questions from the same test that
were identical, performance in the various lecture sections
was the same.
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for the velocity, but only about 20% did so for the
acceleration15 see Table II. When a demonstration or simulation accompanied the pretest, the results were the same.
Table II. Results from 1D pretest on the ball on ramp Fig. 3a and 1D post-test on the motion of two blocks
Fig. 4b. Not all students were asked about both the velocity and the acceleration.
Pretest
Velocity
Correct up along ramp, zero, down along ramp
Incorrect
Nonzero vector drawn at point where v = 0
Acceleration
Correct down along ramp at all points
Incorrectb
acceleration mimics velocity
acceleration straight down at one or more
points
acceleration zero at top
Post-test
Undergraduatesa
TAs
Undergraduatesa
N 715
80%
15%
N 20 110
N 285
N 575
20%
75%
20%
20%
5%
10%
10%
50%
15%
10%
Includes results from most of the Ph.D. granting universities, which had very similar results. About 35% of the
students N 500 at Harvard University and in the UW honors section of calculus-based physics answered the
question about acceleration correctly. These data are not included.
b
Categories not mutually exclusive.
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Table III. Results from 2D pretests Fig. 3b and post-tests Fig. 5 involving motion at constant speed in a
horizontal plane.
Pretest
a
Velocity
Undergraduates
TAs
Undergraduatesa
N 450
N 390
90%
95%
5%
5%
N 6900
N 75
N 390
20%
65%
80%
15%
10%
20%
25%
5%
5%
5%
5%
Post-test
along the oval when the speed was constant. On both pretests, performance was much weaker on questions about the
acceleration. There were many errors at points at which the
velocity changes direction. The instant at which motion begins caused much difficulty for students at all levels. It was
the most challenging point on the 2D pretest and the pendulum problem.
We organized the incorrect responses on the pretests into
four overlapping categories based on the incorrect reasoning
used by students. Many of the errors on the pendulum and
swing problems also fall into the same categories. The first
deals with difficulties at arbitrary points along the trajectory;
the second and third, with special points. The difficulties in
the fourth category stem from dynamics.
Table IV. Results from 2D pretests Fig. 3b and post-tests Fig. 5 involving motion with increasing speed in
a horizontal plane.
Pretest
Velocity
Correct v = 0 at start, then tangent with increasing
magnitude
Incorrect
Nonzero velocity at starting point
Acceleration
Correct a tangent at start; perpendicular and tangential
components elsewhere
Incorrect
acceleration tangent to trajectory everywhere
excluding point A
acceleration incorrect for point A starting
point
acceleration zero at start
Post-test
Undergraduatesa
TAs
Undergraduatesa
N 3375
N 75
N 685
30%
70%
65%
55%
30%
30%
N 3375
N 50
N 685
5%
20%
35% 60%b
45%
10%
15%
85%
70%
45%
20%
20%
30%
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their knowledge of the radial acceleration for an object moving with uniform speed in a circle, the derivation of which
appears in almost every introductory course and textbook.
Because in this case the radial acceleration is constant and
can be expressed by a simple formula, the reasoning involved in the limiting process often is ignored by students.
Therefore, they cannot transfer to situations in which the
velocity is not constant in magnitude and the motion is not
circular.
VII. DEVELOPMENT OF TUTORIAL CURRICULUM
The results discussed in the previous sections suggest that
students need targeted help to develop an understanding of
the kinematical concepts that extends beyond the ability to
apply formulas. We found that an effective instructional approach is to help them develop facility in applying the operational definitions for velocity and acceleration as vectors.
In this section, we illustrate the implementation of this strategy in the design of a curriculum. We hope the discussion of
how we have used research to guide instruction will be helpful to others in their teaching of kinematics.
To help students construct a coherent conceptual framework for a given topic, we begin with the identification and
analysis of the intellectual hurdles that they commonly encounter. This detailed knowledge helps guide the design and
assessment of instructional strategies to address specific difficulties. However, a list of errors cannot drive effective instruction. Many difficulties are interrelated and interdependent and therefore must be treated together. Moreover, as we
have noted, the context is critically important. A brief description of the development and assessment of the 1D and
2D tutorials follows. The design of both embodies certain
generalizations that we have drawn from our experience and
an instructional strategy that we have often found effective.20
A. Kinematics in one dimension
It seemed likely that students would benefit from direct
experience in determining a direction for the change in velocity and in relating this quantity to the direction of the
acceleration. We therefore designed a tutorial to guide students through the process of applying the operational definition of acceleration to a motion in one dimension.
The context for the tutorial worksheet is essentially that of
the ball on the ramp 1D pretest. Students are asked a sequence of questions that not only help them identify the steps
needed to determine the direction of the acceleration, but
also serve to elicit incorrect ideas. The students first consider
the motion of the ball up the incline and draw vectors that
represent the velocity at several instants separated by equal
time intervals. They then are asked to find the change in the
velocity between two specific instants. On the basis of a
velocity versus time graph that they are given for the motion,
they decide how the change in velocity would differ for a
time interval that is half as large. The students are led to
recognize that the change in velocity for each unit of time is
the same throughout the motion. They then consider how the
result of dividing the change in velocity by the corresponding time interval would change as the interval becomes
smaller and are led to associate this quantity with the instantaneous acceleration. Our observations of students as they
work through the tutorial indicate that many have not
thought about a limiting process before and are surprised that
P. S. Shaffer and L. C. McDermott
927
increase decrease, there must be a component of the acceleration in the same opposite direction as the velocity.
VIII. ASSESSMENT OF 1D AND 2D TUTORIALS
Both the 1D and 2D post-tests were given after students
had worked through the 2D tutorial. Tables IIV indicate the
combined effect of both tutorials. There are fewer post-test
than pretest results because not all the tutorials were assessed
every quarter.
A. 1D post-tests
Two examples of post-tests on velocity and acceleration in
one dimension are shown in Fig. 4. Each has been given in
the form depicted and in several variations.
1. Collision of two pucks on frictionless table
This post-test see Fig. 4a is similar to the question on
the colliding carts discussed earlier, on which about 20% of
the students N 5040 gave correct answers for the acceleration direction and magnitude. On the post-test, about
55% N 1845 answered correctly see Table I.
2. Motion of two blocks up and down an inclined ramp
Two blocks A and B of different mass move independently on a frictionless incline see Fig. 4b. The initial
velocities of both blocks and the final velocity of block A are
shown. The first part of the post-test checks whether students
realize that the acceleration is not zero when an object turns
around block B. The second part asks students to find the
change in velocity for an object that turns around block A.
The first part of the post-test can be compared to the 1D
pretest on the ball and the ramp. On the post-test, which is
more difficult than the pretest, about 75% of the students
N 575 found the correct acceleration at the top see Table
II. Only 20% had done so on the pretest. On the second part
of the post-test, students were shown initial and final velocity
vectors and asked about either the change in velocity or acP. S. Shaffer and L. C. McDermott
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2. Pendulum
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ACKNOWLEDGMENTS
The authors gratefully acknowledge the collaboration of
many members of the Physics Education Group. Costas Constantinou, Gregory F. Francis, Mark D. Somers, and Stamatis
Vokos participated in the development of curriculum. Contributions to the research were made by Bradley S. Ambrose,
Sean M. Courtney, Paula R. L. Heron, MacKenzie R. Stetzer,
and John R. Thompson. Special thanks are due to the instructors whose classes were included in this investigation. We
also deeply appreciate support from the Division of Undergraduate Education and the Division of Physics of the National Science Foundation.
1
For example, Laws, Thornton, and Sokoloff have applied findings from
research to the development of real-time microcomputer-based laboratory
tools to help students make connections between real motions and their
graphical representations. A discussion of the instructional approach appears in P. W. Laws, Millikan lecture 1996: Promoting active learning
based on physics education research in introductory physics courses,
Am. J. Phys. 65 1, 1421 1997; and R. K. Thornton and D. R.
Sokoloff, Learning motion concepts using real-time microcomputerbased laboratory tools, ibid. 58 9, 858867 1990.
7
P. Labudde, F. Reif, and L. Quinn, Facilitation of scientific concept
learning by interpretation procedures and analysis, Int. J. Sci. Educ. 10
1, 8198 1988; F. Reif and S. Allen, Cognition for interpreting scientific concepts: A study of acceleration, Cogn. Instruct. 9 1, 144
1992.
8
This problem was used by Reif in the studies described in Ref. 7.
9
There are many problems of this type that students should be able to
solve. Another example of the need to infer information about the acceleration from kinematical constraints is given in L. C. McDermott, P. S.
Shaffer, and M. D. Somers, Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwoods machine,
Am. J. Phys. 62 1, 4655 1994. Students were presented with a problem involving two blocks of different mass connected by an inextensible
string passing over a pulley. About 15% failed to recognize that the accelerations of the blocks were equal.
10
For a discussion on the importance of emphasizing operational definitions
in teaching physics and physical science, see A. Arons, Teaching Introductory Physics Wiley, New York, 1997.
11
Most of the Ph.D. granting universities had similar results on the pretests
and post-tests. The results have been combined and are presented in the
tables and text. Footnotes to the tables give results from non-Ph.D. granting institutions, Harvard University, and a self-selected honors section of
UW calculus-based physics, which had a higher percentage of physics
and science majors than other sections.
12
For examples of research related to graphical interpretations of motion,
see R. J. Beichner, Testing student understanding of motion graphs,
Am. J. Phys. 62 8, 750762 1994; F. M. Goldberg and J. H. Anderson, Student difficulties with graphical representations of negative values of velocity, Phys. Teach. 27 4, 254260 1989; and the third
paper in Ref. 1.
13
See, for example, S. Flores, S. E. Kanim, and C. H. Kautz, Student use
of vectors in introductory mechanics, Am. J. Phys. 72 4, 460468
2004; N. L. Nguyen and D. E. Meltzer, Initial understanding of vector
concepts among students in introductory physics courses, ibid. 71 6,
630638 2003; R. D. Knight, The vector knowledge of beginning
physics students, Phys. Teach. 33 2, 7478 1995; J. M. Aguirre,
Student preconceptions about vector kinematics, ibid. 26 4, 212216
1988; and J. M. Aguirre and G. Erickson, Students conceptions about
the vector characteristics of three physics concepts, J. Res. Sci. Teach.
21, 437457 1984.
14
See the second paper in Ref. 13.
15
This result is similar to that obtained by Reif and Allen on a corresponding question in the small-scale study N = 5 described in the second article in Ref. 7.
16
Confusion between velocity and acceleration in one dimension has been
documented previously. See, for example, the first two papers in Ref. 1.
17
We also have administered pretest questions involving open, curved trajectories. Most students do not claim that the acceleration is directed
toward the center or the foci; however, the percentage of correct answers is similar to that on the oval pretest.
18
An object that starts to move from rest at t = t0 is usually treated as having
an acceleration that changes discontinuously at t0. Some students might
have had difficulty with this approximation.
19
There is a common tendency to associate causes of motion only with
active forces and not with passive forces. See, for example, J. Minstrell,
Explaining the at rest condition of an object, Phys. Teach. 20 1,
1014 1982; L. C. McDermott, Research on conceptual understanding
in mechanics, Phys. Today 37 7, 2432 1984.
20
Some of the generalizations, their basis, and an instructional strategy that
can be summarized as elicit, confront, and resolve are discussed in
greater detail in L. C. McDermott, Oersted medal lecture 2001: Physics
education researchThe key to student learning, Am. J. Phys. 69 11,
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