login - create an account - help

• AAPT ComPADRE
• Events
• Collaborate
• About
• Contact Us

Materials Similar to Student ability to apply the concepts of work and energy to extended systems

• 43%: Examining student ability to interpret and use potential energy diagrams for classical systems
• 43%: Investigating student ability to apply basic electrostatics concepts to conductors
• 37%: How do students in an innovative principle-based mechanics course understand energy concepts?
• 36%: Concept substitution: A teaching strategy for helping students disentangle related physics concepts
• 34%: Students' concepts of force as applied to related physical systems: a search for consistency
• 34%: Student understanding of the work-energy and impulse-momentum theorems
• 34%: The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy
• 32%: Study of TA's ability to implement the Tutorials in Introductory Physics and student conceptual understanding
• 32%: Applying Conceptual Conflict Strategies in the Learning of the Energy Concept
• 31%: Investigation of students' reasoning regarding heat, work, and the first law of thermodynamics in an introductory calculus-based general physics course
• 31%: Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students’ beliefs about experimental physics
• 30%: Student understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an ideal gas
• 30%: Teaching the concepts of measurement: An example of a concept-based laboratory course
• 29%: How Does Technology-Enabled Active Learning Affect Undergraduate Students’ Understanding of Electromagnetism Concepts?
• 29%: Development of energy concepts in introductory physics courses
• 29%: The development of a personalized-system-of-instruction introductory physics course for life-science students
• 29%: Addressing student difficulties in applying a wave model to the interference and diffraction of light
• 29%: Students' Conceptual Knowledge of Energy and Momentum
• 29%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses