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Faculty views of and expectations for dimensional analysis
written by MacKenzie Lenz and Elizabeth Gire
Although dimensional analysis is a fundamental skill in physics, very few studies examine how instructors teach it or how they expect their students to do it. In this phenomenographic study, we interviewed eight faculty from Oregon State University with diverse teaching and research backgrounds to better understand how they think about using and teaching dimensional analysis. The faculty identified the term "dimensional analysis" as referring to two different processes - using dimensions to derive equations or using units/dimensions to check for errors. The latter process is also referred to as "unit checking". The faculty expect students at all levels to be able to check units/dimensions. The faculty primarily demonstrate dimensional analysis to students but they do not explicitly teach how to perform dimensional analysis (for generating or checking equations) or require students to practice dimensional analysis in course assignments.
Physics Education Research Conference 2016
Part of the PER Conference series
Sacramento, CA: July 20-21, 2016
Pages 196-199
Subjects Levels Resource Types
Education Foundations
- Sample Population
= Instructor: Faculty
General Physics
- Measurement/Units
= Units and Dimensional Analysis
- Graduate/Professional
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- application/pdf
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Mirror:
https://doi.org/10.1119/perc.2016…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2016.pr.044
Keyword:
PERC 2016
Record Creator:
Metadata instance created November 30, 2016 by Lyle Barbato
Record Updated:
December 28, 2016 by Lyle Barbato
Last Update
when Cataloged:
December 29, 2016
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