• Open Access

Plasticity of intermediate mechanics students’ coordinate system choice

Eleanor C. Sayre and Michael C. Wittmann
Phys. Rev. ST Phys. Educ. Res. 4, 020105 – Published 12 November 2008
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Abstract

We investigate the interplay between mathematics and physics resources in intermediate mechanics students. In the mechanics course, the selection and application of coordinate systems is a consistent thread. At the University of Maine, students often start the course with a strong preference to use Cartesian coordinates, in accordance with their prior physics and mathematics classes. In small-group interviews and in homework help sessions, we ask students to define a coordinate system and set up the equations of motion for a simple pendulum for which polar coordinates are more appropriate. We analyze video data from several encounters using a combination of Process/Object theory and Resource Theory. We find that students sometimes persist in using an inappropriate Cartesian system. Furthermore, students often derive (rather than recall) the details of the polar coordinate system, indicating that their knowledge is far from solid. To describe our work more precisely, we define a scale of plasticity and several heuristics for defining resources and their plasticity.

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  • Received 15 March 2007

DOI:https://doi.org/10.1103/PhysRevSTPER.4.020105

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Authors & Affiliations

Eleanor C. Sayre

  • Department of Physics, Ohio State University, Columbus, Ohio 43201, USA

Michael C. Wittmann

  • Department of Physics and Astronomy, College of Education and Human Development and Center for Science and Mathematics Education Research, University of Maine, Orono, Maine 04469-5709, USA

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Issue

Vol. 4, Iss. 2 — July - December 2008

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