Session R15: Physics Education Research: Issues in Intro Classes, Modeling and Gender
1:30 PM–3:18 PM, Monday, April 2, 2012
Room: Grand Hall East D
Sponsoring Unit:
FEd
Chair: Thomas Olsen, Am. Inst. of Physics/Soc. of Physics Students
Abstract ID: BAPS.2012.APR.R15.3
Abstract: R15.00003 : Analysis of Newton's Third Law Questions on the Force Concepts Inventory at Georgia State University
1:54 PM–2:06 PM
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Abstract 
Authors:
Christopher Oakley
(Georgia State Univesity)
Brian Thoms
(Georgia State Univesity)
A major emphasis of the Physics Education Research program at Georgia State University is an effort to assess and improve students' understanding of Newton's Laws concepts. As part of these efforts the Force Concepts Inventory (FCI) has been given to students in both the algebra-based and calculus-based introductory physics sequences. In addition, the algebra-based introductory physics sequence is taught in both a SCALE-UP and a traditional lecture format. The results of the FCI have been analyzed by individual question and also as categorized by content. The analysis indicates that students in both algebra and calculus-based courses are successful at overcoming Aristotelian misconceptions regarding Newton's Third Law (N3) in the context of a stationary system. However, students are less successful on N3 questions involving objects in constant motion or accelerating. Interference between understanding of Newton's Second and Third Laws as well as other possible explanations for lower student performance on N3 questions involving non-stationary objects will be discussed.
To cite this abstract, use the following reference: http://meetings.aps.org/link/BAPS.2012.APR.R15.3