Physics Students' Construction of Differential Length Vectors in an Unconventional Spherical Coordinate System

Autor/inn/en	Schermerhorn, Benjamin P.; Thompson, John R.
Titel	Physics Students' Construction of Differential Length Vectors in an Unconventional Spherical Coordinate System
Quelle	In: Physical Review Physics Education Research, 15 (2019) 1, Artikel 010111 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Student Attitudes; Calculus; Energy; Magnets; Knowledge Level; Scientific Concepts; Mathematics Skills; Difficulty Level; Advanced Courses + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Energie; Stabmagnet; Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schwierigkeitsgrad; Fortgeschrittenenunterricht
Abstract	Vector calculus and multivariable coordinate systems play a large role in the understanding and calculation of much of the physics in upper-division electricity and magnetism. Differential vector elements represent one key mathematical piece of students' use of vector calculus. In an effort to examine students' understanding of non-Cartesian differential length elements, students in junior-level electricity and magnetism were interviewed in pairs and asked to construct a differential length vector for an unconventional spherical coordinate system. One aspect of this study identified symbolic forms invoked by students when building these vector expressions, some previously identified and some novel, given the vector calculus context. Analysis also highlighted several common ideas in students' concept images of a non-Cartesian differential length vector as they determined their expressions. As no interview initially resulted in the construction of an appropriate differential, analysis addresses the role of the evoked concept images and symbolic forms on students' performance. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01