Presenter(s)

Claire Hogshead

Comments

1:15-2:30, Kennedy Union Ballroom

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Description

Extensive research has been conducted in the area of Physics Education Research (PER). PER is defined as focused inquiry into what happens as students struggle to grasp and use physics concepts. This project summarizes some of the key findings of PER and how these findings can be applied to high school classroom instruction. Using PER and pedagogical principles, I designed a lecture and online laboratory exercise on centripetal force for high school physics students. I also developed a pre- and post-test to assess student learning outcomes. Students learning about centripetal forces often struggle with misconceptions such as the apparent “centrifugal” force and the belief that an object moving at a constant speed in a circular path is not accelerating. In this proposed activity, students will gain an understanding of centripetal forces using exercises that involve identifying the centripetal force, performing calculations using the centripetal force equation, and graphing results to identify the relationships among variables in that equation. The intent of this activity is that students will be able to identify the net inward force that provides the centripetal acceleration of an object, recognize that the centripetal force is not a unique force, explain the feeling of an apparent centrifugal (outward) force, and perform calculations using the centripetal force and acceleration equations. The pre- and post-test consists of multiple-choice questions aimed to assess whether these learning objectives were achieved.

Publication Date

4-23-2025

Project Designation

Capstone Project

Primary Advisor

Jason A. Deibel

Primary Advisor's Department

Physics

Keywords

Stander Symposium, College of Arts and Sciences

Institutional Learning Goals

Scholarship; Vocation; Practical Wisdom

Design of a Centripetal Force Lesson Using Evidence-Based Physics Education Research

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