Vector addition: Effect of the context and position of the vectors

Pablo Barniol, Genaro Zavala

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

16 Citations (Scopus)

Abstract

In this article we investigate the effect of: 1) the context, and 2) the position of the vectors, on 2D vector addition tasks. We administered a test to 512 students completing introductory physics courses at a private Mexican university. In the first part, we analyze students' responses in three isomorphic problems: displacements, forces, and no physical context. Students were asked to draw two vectors and the vector sum. We analyzed students' procedures detecting the difficulties when drawing the vector addition and proved that the context matters, not only compared to the context-free case but also between the contexts. In the second part, we analyze students' responses with three different arrangements of the sum of two vectors: tail-to-tail, head-to-tail and separated vectors. We compared the frequencies of the errors in the three different positions to deduce students' conceptions in the addition of vectors.

Original languageEnglish
Title of host publication2010 Physics Education Research Conference, PERC
Pages73-76
Number of pages4
Volume1289
DOIs
Publication statusPublished - 1 Dec 2010
Event2010 Physics Education Research Conference, PERC - Portland, OR, United States
Duration: 21 Jul 201022 Jul 2010

Other

Other2010 Physics Education Research Conference, PERC
Country/TerritoryUnited States
CityPortland, OR
Period21/07/1022/07/10

Keywords

  • graphical vector addition
  • isomorphic problems
  • Vector addition
  • vectors arrangements

ASJC Scopus subject areas

  • Physics and Astronomy(all)

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