Force understanding through an in-lab learning proposal
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Abstract
A functional understanding of forces and tension as vector quantities requires students’ capability of reasoning vector operations. In this article, we present data describing students’ conceptual difficulties with vector operations and tension after lab instructional modifications. These data suggest that despite lab instructional modifications, some students do not recognize the vector nature of force and tension concept. Other students do not have the requisite procedural knowledge to determine net force or tension. In addition, we describe some procedural and reasoning difficulties we have observed in students’ use of vectors in the context of tension through lab modifications related to forces and addition of forces.
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