Investigating the role of sliding friction in rolling motion: a teaching sequence based on experiments and simulations

Abstract

We designed a teaching-learning sequence on rolling motion, rooted in previous research about student conceptions, and proposing an educational reconstruction strongly centred on the role of friction in different cases of rolling. A series of experiments based on video analysis is used to highlight selected key concepts and to motivate students in their exploration of the topic; and interactive simulations, which can be modified on the fly by students to model different physical situations, are used to stimulate autonomous investigation in inquiry activities. The activity sequence was designed for students on introductory physics courses and was tested with a group of student teachers. Comparisons between pre-and post-tests, and between our results and those reported in the literature, indicate that students' understanding of rolling motion improved markedly and some typical difficulties were overcome.

Understanding first-year students’ curiosity and interest about physics—lessons learned from the HOPE project

“…Thus, the first year laboratory could, by itself, be used to feed a wide range of curiosities of students, and to help them develop their interest in many of the practices and processes by which physics knowledge is produced. For example, by introducing topics related to advanced fields of physics from an experimental point of view first [36,37]; by emphasizing aspects of critical thinking [32], problem solving [38], theoretical modelling [39], autonomous investigation and creative design [40,41]. We believe the present work will be useful to faculties both directly, to inform educational policies and the choice of course contents, and as a theoretical basis to conduct further investigations on their own student population.…”

Collision of two balls in a groove: an interplay between translation and rotation

“…• Connection of kinetic friction forces and kinematics during the transition from rolling to gliding [10]. b ↑ (r ↓, k ↓) Figure 9.…”

Student's Conception about Friction Force Direction in Physics Education Sebelas Maret University

“…According to Cross (2017) the origin concept of the friction force is unclear, so he was investigated about the origin of frictional forces. Ambrosis et al (2015) and Prasitpong et al (2010) were explained a simple demonstration to visualize the direction of frictional force because students have not understand the frictional force concept. In this research aim is to know student conception about friction force direction through free body diagram.…”