Pre-service teachers’ approaches to a historical problem in mechanics

Abstract

In this paper we report on an activity sequence with a group of 29 pre-service physics teachers based on the reconstruction and analysis of a thought experiment that was crucial for Huygens' derivation of the formula for the centre of oscillation of a physical pendulum. The sequence starts with student teachers approaching the historical problem and culminates in a guided inquiry activity in a video-based laboratory (VBL) setting using Tracker software. We collected data before, during and after the experimental activity by means of written questions, oral discussions and final reports. These documents provide insights into students' initial and evolving conceptions, as well as their attitudes towards the activity. The analysis of data allows us to uncover and focus on relevant difficulties for future teachers in mastering the concepts of centre of mass and conservation of energy. Moreover, we find indications that the VBL environment makes a positive contribution by stimulating and improving students' modelling abilities. In particular, we find a sharp increase in the percentage of students capable of producing coherent explanations and physical analyses for the Huygens' pendulum system after the Tracker activity.

Two experiments for the measurement of the centre of percussion of a physical pendulum

“…From the best linear fit of the data we measure the external force as =  F 8.3 0.5 N and the position of the centre of percussion as =  ℓ 52. 4 1.4 cm. It can be seen from the graph in figure 3 that the constraint force, when the external force is applied to the pivot, is double in intensity than when the external force is applied at the extreme point of the pendulum, and has opposite direction.…”

“…Today, even considering only problems strictly connected to the conceptual understanding of mechanics, pendulums are a resource of great value for physics education, and an endless source of inspiration for laboratory activities [23,24]. In a previous article [4] we had reproduced a particular type of compound pendulum used by Huygens as a thought experiment for determining the centre of oscillation, and found that its behaviour had counterintuitive characteristics which challenged our students to a deeper understanding of the laws of mechanics. In this article we proposed two experiments, both using the same basic, relatively inexpensive apparatus.…”

“…better understanding of physics concepts [1][2][3][4]. Discussing how the approach to a particular problem has evolved in the history of physics, and comparing historical approaches with the current view of physical laws may help students understand the nature of science and the process of formation of scientific discourse [5].…”

“…Following these directions of research, in previous articles [4,6,7] we analysed some of the main contributions of Christiaan Huygens to the development of physics in the early modern age, and proposed simple experiments to test his results experimentally; in particular we described the practical realisation analysis of a thought experiment devised by Huygens, which played a crucial role in his derivation of the formula for the centre of oscillation of a compound pendulum. The centre of oscillation is a physical concept intrinsically linked to the concept of centre of percussion.…”

Exploring of students' knowledge using the Concept Inventory Test at Technical University

“…(Akpınar, 2014;Brown & Cox, 2009;Eadkhong, Rajsadorn, Jannual & Danworaphong, 2012;Gröber, Klein & Kuhn, 2014;Malgieri, Onorato, Mascheretti & Ambrosis, 2014;Phommarach, Wattanakasiwich & Johnston 2012;Rodrigues & Carvalho, 2013;Suhonen & Tiili, 2014;Tiili & Suhonen, 2013;Vozdecký, Bartos & Musilova, 2014;Wieman, Adams, Loeblein & Perkins, 2010;Zacharia and Constantinou, 2008) As Akpınar (2014) has proved by his study, the use of animation in education increased conceptual understanding by promoting the formation of dynamic mental models of phenomena. Williamson and Abraham (1995) reported in their study that computer animation had a more positive effect on students' conceptual understanding than traditional instruction.…”