Variation in angular velocity and angular acceleration of a particle in rectilinear motion

Mashood, K. K.; Singh, Vijay A.

doi:10.1088/0143-0807/33/3/473

Cited by 7 publications

(9 citation statements)

References 12 publications

(16 reference statements)

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“…The pedagogical significance of a proper treatment of the single particle case, to ensure a smooth transition to the many-particle system or rigid body, is scarcely appreciated. Recently, we observed that students and teachers have difficulty in ascribing rotational motion concepts to a particle in rectilinear motion (origin not on the path) [8]. We find that they have difficulties in comprehending ω and α of a particle in a variety of contexts.…”

Section: Introductionmentioning

confidence: 71%

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An inventory on rotational kinematics of a particle: unravelling misconceptions and pitfalls in reasoning

Mashood

Singh

2012

Eur. J. Phys.

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Student difficulties regarding the angular velocity () and angular acceleration () of a particle have remained relatively unexplored in contrast to their linear counterparts. We present an inventory comprising multiple choice questions aimed at probing misconceptions and eliciting ill-suited reasoning patterns. The development of the inventory was based on interactions with students, teachers and experts. We report misconceptions, some of which are parallel to those found earlier in linear kinematics. Fixations with inappropriate prototypes were uncovered. Many students and even teachers mistakenly assume that all rotational motion is necessarily circular. A persistent notion that the direction of and should be ‘along’ the motion exists. Instances of indiscriminate usage of equations were identified.

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Section: Introductionmentioning

confidence: 71%

“…Rotational kinematics of a particle is often given short shrift by text books [8]. After a brief discussion of ω and α in the context of uniform circular motion, the concepts are directly introduced for rigid bodies.…”

Section: Introductionmentioning

confidence: 99%

An inventory on rotational kinematics of a particle: unravelling misconceptions and pitfalls in reasoning

Mashood

Singh

2012

Eur. J. Phys.

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“…We have reported this earlier as well. Plausible causes include lack of meaningful teacher-training programs, unimaginative evaluation systems, and other socioeconomic issues [30]. Moreover, science education research has, in general, not yet percolated to the Indian educational system, and thus has had limited impact.…”

Section: Discussionmentioning

confidence: 99%

Rotational kinematics of a rigid body about a fixed axis: development and analysis of an inventory

Mashood

Singh

2015

Eur. J. Phys.

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We present the development, administration, and analysis of a focused inventory on the rotational kinematics of a rigid body around a fixed axis. The inventory, which is made up of 13 multiple-choice questions, was developed on the basis of interactions with students and teachers. The systematic and iterative aspects of the construction of the inventory are illustrated. The questions, which were validated, were administered to a set of teachers (N = 25) and two groups of preuniversity students (N = 74 and 905) in India. Students, as well as teachers, exhibited difficulties in applying the operational definition of angular velocity to a rigid body. Many erroneously assumed that an angular acceleration cannot exist without a net torque. Patterns of reasoning resulting in errors were identified and categorized under four broad themes. These include inappropriate extensions of familiar procedural practices, reasoning cued by primitive elements in thought, lack of differentiation between related but distinct concepts, and indiscriminate use of equations. The inventory was also administered to introductory-level students (N = 384) at the University of Washington. Popular distractors to most items were similar to the Indian students.

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“…components, the relation between angular acceleration and centripetal acceleration, and the relation between angular acceleration and tangential acceleration) (Mashood & Singh, 2012a, 2012b, iii) the rotational kinematics of a rigid body revolving around a fixed axis (thirteen items created to test torque, moment of inertia, rotational energy, and rolling-motion concepts) (Mashood & Singh, 2013). Rimoldini and Singh (2005) created a 30-itemized CI, in order to examine students' comprehension of rotational and the rolling-motion concepts in physics and to evaluate the efficacy of instructional methods to enhance students' understanding.…”

Section: Scope Of the Initial Scholarly Review -The Methodological Steps In Developing A CImentioning

confidence: 99%

A Methodological Analysis for the Development of a Circular-Motion Concept Inventory in a Ugandan Context by Using the Delphi Technique

Kirya

Mashood²,

Yadav

2021

IJLTER

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Concept inventories (CI) constitute a key thread in Physics Educational Research. As such, understanding the methodology and the technique of developing a good CI is essential for all physics teachers. This research aims to develop a circular-motion concept Inventory (CMCI) that is valid in the Ugandan context. To reach a consensus, we used the Delphi technique to collect the data from eleven experts in the physics discipline. These experts were asked to rank each CI item in the inventory, based on the relevant criteria, for assigning a degree of relevance for adoption on a scale ranging from one to four, one being "not relevant" and four being "highly relevant.” Because the technique does not require experts to meet face-to-face, they remained anonymous to one another. These experts are provided with structured questionnaires of CI items from the Rotational-Kinematics Inventory (RKI) and Rolling and Rotational Motion-Concept (RRMC) inventories in the first round, in order to adopt items relevant to circular-motion concepts in the Ugandan context. They agreed to use 31 CI items in the RKI and 14 CI items in the RRMC in the second round. The mean and standard deviation of expert replies were analysed by using descriptive statistics. We used the methodological principles of CI creation, in order to create eight CI items to fill in the missing sub-concepts. Therefore, a total of 53 concept items were created. In order to analyse their qualities in a psychometric analysis, these will be evaluated by using field testing and psychometric analysis. Various physics instructors will access the CMCI, because the field testing aims to gauge the level of educational efficacy in their academic and research initiatives.

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Variation in angular velocity and angular acceleration of a particle in rectilinear motion

Cited by 7 publications

References 12 publications

An inventory on rotational kinematics of a particle: unravelling misconceptions and pitfalls in reasoning

An inventory on rotational kinematics of a particle: unravelling misconceptions and pitfalls in reasoning

Rotational kinematics of a rigid body about a fixed axis: development and analysis of an inventory

A Methodological Analysis for the Development of a Circular-Motion Concept Inventory in a Ugandan Context by Using the Delphi Technique

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