Conceptual Underpinnings of Students' Ability to Understand Reflections from a Plane Mirror Documents
Karen Cummings and
In this paper we explore students' pre-instruction knowledge of several conceptual and procedural pieces of knowledge that we believe are prerequisite to one's ability to generate correct light ray diagrams and understand image formation by a plane mirror. The research population is an algebra-based, introductory physics class of about 50 students at a medium-sized, urban, public university. Both individual interviews and written free response questions were used to gather data.
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Published September 1, 2005
Last Modified July 8, 2013
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