Document Type
Conference Proceeding
Publication Date
12-1-2003
Publication Title
ASEE Annual Conference Proceedings
Abstract
When confronted with the large amount of information presented in an introductory physics course, students often have difficulty assimilating the concepts and seeing the big picture. Thus they may have difficulty transferring their knowledge to new situations. In this paper we present a conceptual framework that we have developed for teaching and applying dynamics at both the secondary school and college levels. In this framework the causes of motion are graphically related to the description of motion using Newton's laws and impulse/momentum relationships. The framework accommodates translation and rotation, multiple dimensions, and time-varying forces. In addition to presenting the framework, we describe how it is used by teachers and students in the classroom as part of a learner-centered curriculum and provide an elevator activity as an example. Finally, we include the response of students to this approach.
First Page
7535
Last Page
7547
ISSN
01901052
Rights
© 2003, American Society for Engineering Education
Recommended Citation
Ellis, Glenn W. and Turner, Warren A., "Helping Students Organize and Retrieve Their Understanding of Dynamics" (2003). Engineering: Faculty Publications, Smith College, Northampton, MA.
https://scholarworks.smith.edu/egr_facpubs/100
Comments
Archived as published. Open access article.