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

Abstract

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.

Assessment of representational competence in kinematics

“…Yet, kinematics is an essential basis for understanding the entire domain of mechanics and of the later physics curriculum as it provides conceptual and mathematical foundations for all areas of physics (e.g., concept of force, momentum and energy, symmetry and conservation principles, etc.). For example, misconceptions regarding rotational motion are directly related to improper understanding of linear kinematics [10].…”

“…The development started with a literature review on existing test instruments related to representations and kinematics [4,7,[10][11][12]. Findings of physics education research concerning MRs had a strong influence on the test structure.…”

Analysis of Students’ Difficulties about Rotational Dynamic Topic Based on Resource Theory

“…Ortiz et al (2005) also found out that students experienced difficulties regarding 1) distinguishing between torque and force, and, 2) interpreting the definition of torque τ ≡ r × F primarily determining the practical vector point of force towards a particular axis (r). Mashood & Singh (2012) found out that students had difficulties in determining the speed and direction of the angular acceleration of the pendulum swinging. Students also believed that the direction of the vector ω and α are in the direction of motion of a body.…”

Demonstrating the Direction of Angular Velocity in Circular Motion

“…lar acceleration and momentum). 3,4 The current study proposes a physical model to teach the angular velocity vector. The setup described in this study can present a more tangible visualization of the angular velocity vector than the righthand rule allows.…”