The Effectiveness of Head-To-Tail Method in Solving Challenging Physics Tasks

G. M. Sharifov

Abstract


The article deals with the effectiveness of Head-to-tail method for addition vectors. The empirical investigations were carried out at a specialized school. In the research, the number of respondents was 24. As a part of the experiments, it was conducted questionnaires among them and they were given pre-test and post-test, which consists of 12 questions. Statistical analysis was performed using SPSS software. A paired t-test was carried out on pre-test and post-test to determine the possible difference between them. According to the statistically analysed data, it was established that by using Head-to-tail method, students could understand and solve more complicated test task regarding the motion of an object under the many forces. It was concluded that this method could be the best way of solving the most challenging issues related to one or two-dimensional motion and it makes a significant contribution to the more in-depth adoption of the students' understanding of finding the direction of resultant force for numerous forces vectors.


Keywords


head-to-tail method, specialized school, vector addition, force, motion

Full Text:

PDF

References


Aguirre, J.M. & Rankin, G. (1989). College students' conceptions about vector kinematics. Phys. Educ, 24 (5), 290-294

Çataloğlu, E. (2006). Open-source software in teaching physics: A case study on vector algebra and visual representations. The Turkish Online Journal of Educational Technology, 5 (1), 68-74

Flores, S., Kanim, S.E. & Kautz, C.H. (2004). Student use of vectors in introductory mechanics. Am. J. Phys, 72 (4), 460-468

Flores-García, S., Alfaro-Avena, L.L. & Dena-Ornelas, O. (2008). Students' understanding of vectors in the context of forces. Revista Mexicana de Física E, 54 (1), 7-14

Greenspoon, Stanley. (2000). A consistent vector approach to teaching introductory mechanics. Phys. Educ. 36. 58-60

Knight, R.D. (1995). The vector knowledge of beginning physics students. Phys. Teach, 33(2), 74-77

Liu, Gang & Fang, Ning. (2016). Student Misconceptions about Force and Acceleration in Physics and Engineering Mechanics Education. Int J Eng Educ. 32. 19-29

Loan, Ngoc & Meltzer, David. (2003). Initial understanding of vector concepts among students in introductory physics courses. Am. J. Phys. 71, 630-638

Nguyen, N. & Meltzer, D. E. (2003). Initial understanding of vector concepts among students in an introductory physics course. Am. J. Phys, 71(6), 630-638

Richard Moynihan, Paul van Kampen, Odilla Finlayson and Eilish McLoughlin. (2020). Superposition of vectors and electric fields: a study using structured inquiry tutorial lessons with upper secondary level students. Phys. Educ. 55 025012 (10pp)

Roche, J. (1997). Introducing vectors. Phys. Educ, 32(5), 339-345

Shaffer, P.S. & McDermott, L.C. (2005). A research-based approach to improving student understanding of the vector nature of kinematical concepts. Am. J. Phys, 73(10), 921-931

Sheets, H.D. (1998). Communicating with vectors. Phys. Teach, 33(2), 74-77

Wutchana, Umporn & Emarat, N. (2014). Finding resultant vectors using a rubber band. Phys. Educ. 49. 141-143

Wutchana, Umporn & Emarat, Narumon. (2011). Students' Understanding of Graphical Vector Addition in One and Two Dimensions. Eurasian J. Phys. Chem. Educ., 3(2), 102-111

Zavala, G., Barniol, P., Singh, C., Sabella, M., Rebello, S. (2010). Students’ Understanding of the Concepts of Vector Components and Vector Products. AIP Conference Proceedings 1289, 341-344




DOI: https://doi.org/10.15294/jpfi.v16i2.25395

Refbacks





Creative Commons License
Jurnal Pendidikan Fisika Indonesia is licensed under a Creative Commons Attribution 4.0 International Licensep-ISSN 1693-1246 e-ISSN 2355-3812