Abstract
Received 8 March 2019DOI:https://doi.org/10.1103/PhysRevPhysEducRes.15.019901Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical Society
Highlights
The errata do not affect the central case made in the article, namely, that teachers can further help students discern the critically important physics aspects through unpacking the representations that are typically used in physics for a given topic, RC circuits being the illustrative example for the article
Having completed this first attempt to connect the circuit, the students struggled with getting the oscilloscope screen to show anything meaningful by, for example, trying different frequencies of the square wave input signal
(d) The same circuit after having increased the frequency (e) The circuit after the TA’s second intervention on the oscilloscope screen, they attempted to simplify their connections by connecting the function generator directly to the oscilloscope’s Channel 2 with a coaxial cable that had BNC connectors at both ends
Summary
The errata do not affect the central case made in the article, namely, that teachers can further help students discern the critically important physics aspects through unpacking the representations that are typically used in physics for a given topic, RC circuits being the illustrative example for the article. Erratum: Unpacking physics representations: Towards an appreciation of disciplinary affordance [Phys. Tobias Fredlund,* Cedric Linder, John Airey, and Anne Linder (Received 8 March 2019; published 9 April 2019)
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