Employing Practical Work, Computer Simulations and Feedback: Promoting Introductory Physics Students’ Learning of Circular and Rotational Motion

Abstract

Research has found circular and rotational motion to be a challenging topic for undergraduate physics students. This article reports on Introductory Physics students’ learning of concepts and quantitative principles in circular and rotational motion. It involves a teaching strategy that uses hands-on practical work, PhET simulations and a focus on feedback in line with the Active Learning Theory developed by Chi and colleagues. Data in this study were collected via in-depth interviews, end-of-lesson tasks and questionnaires. After the intervention, most students were able to show understanding of the relationship between velocity (linear and angular) and radius, predict the motion of a car at a curve given the velocity and show understanding of the relationships between mass distribution and moment of inertia. They considered that hands-on practical work facilitated the derivation of equations and establishing of relationships whereas the accompanying group discussions provided opportunities for justifying developing conceptual understanding. The strengths of the use of PhET simulations were seen as the visualisation of vector directions, the opportunities to confirm predictions and the perceived high reliability of the measurements. The study also showed that feedback was perceived to contribute positively towards the ability to derive equations and relate concepts and even promote self-regulation practices. All in all, this study revealed that a complementary combination of hands-on practical work, free internet-based resources such as PhET simulations and a focus on feedback helps Introductory Physics students learn concepts and quantitative principles in the physics topic of circular and rotational motion.