Search Results for motion

... in uniform motion relative to the laboratory. Furthermore, students often struggle to recognize that the different values of quantities obtained when the procedures are enacted by different observers have equal status as descriptions of the phenomenon (i.e., the motion of the object being studied). Below we...

... with the phenomena. Researchers argue that students face difficulties in handling and integrating the conceptual (e.g., periodic graphs) and the perceptual (e.g., the periodic motion of a pendulum) aspects of periodicity ( Buendia and Cordero, 2005 ). The question of how textbooks support this difficult integration...

... very often wrote down the equations (for frequency of a harmonic oscillator or for harmonic motion) even though it was not given as a task. They found that students had problems with tasks for which they could not rely on these equations, especially the change of amplitude over time and the change...

... of an object and the spring constant to the amplitude and frequency of wave-like motion is also relevant to phenomena such as earthquakes and their measurements using seismographs ( Vanciu-Rău et al., 2020 ). Physics education research should investigate the challenges of applying these core concepts...

... to understand nature and the world. Historically, understanding celestial motions and the structure of the universe influenced the way people saw the world. Even the view of how nature works are rooted in the aesthetic perspectives of physics: symmetry, simplicity and harmony. Many physicists appreciate...

.... 6.2 Vernier Logger Pro (left picture) (see: https://shorturl.at/mpwY7 ) and SPARKvue. Pasco App (right picture) (see: https:// shorturl.at/bGUX2 ). Topic area: Dynamics Dynamics, as a branch of mechanics, deals with forces exerted on objects and how these forces affect their motion. Physical...

..., Mokros and Tinker (1987) found that asking students to walk in front of an ultrasonic motion detector allowed them to connect their kinesthetic experiences of motion to formal distance graphs in real time. Thornton and Sokoloff ( Thornton, 1987 ; and Thornton and Sokoloff, 1990 ) developed university...

... to kinematics problems, some of which included graphs. High- and low-spatial students were more likely to interpret kinematic graphs as abstract representations of an object's motion, whereas high- and-spatial students were more likely to interpret graphs as picture-like representations. However, it seems...

... approach without imposing a separation. With this in mind, we can list several physics-related topics, all of which are explored in greater depth later in primary school: simple astronomical and weather observations (and measurements), motion and forces, phases of matter and phase transitions (with water...

... of continuous mechanics, which deals with establishing relationships between forces, motions, and statical conditions in a continuous material. This area deals with various problems, such as fluid statics, flow in enclosed bodies or around bodies, surface phenomena, and flow stability. Many scientists have been...

... their mechanics conceptual diagnostic test, which after later revisions became the widely used Force Concept Inventory. In these interviews, students were first asked to justify their answers and opinions on the test items related to motion and force; the interviewer would then repeatedly introduce contrary...

... as cited in Kaltakci-Gurel et al., 2015 ); Force and Motion Conceptual Evaluation (FMCE) ( Thornton and Sokoloff, 1998 ), Electric and Magnetic Conceptual Evaluation (EMCE) ( Maloney et al., 2001 ); Determining and Interpreting Resistive Electric Circuits Concept Test (DIRECT...

... the fluxion calculus for describing motion and the changes in motion. At the same time, this example shows how entangled mathematics and physics are the mathematical description arose from physical questions and the development of the related mathematical techniques not only opened the way to physics...