An energy process can be represented by verbal, pictorial, bar chart, and mathematical representations. This multiple-representation method for work–energy processes has been introduced and used in the work–energy part of introductory college physics courses. Assessment indicates that the method, especially the qualitative work–energy bar charts, serves as a useful visual tool to help students understand work–energy concepts and to solve related problems. This paper reports how the method has been used to teach work–energy concepts, student attitudes toward this approach, and their performance on work–energy problems.
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© 2001 American Association of Physics Teachers.
2001
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