Four errors students make with inverse-square law vectors

Abstract

In this paper, we discuss four errors introductory physics students make when attempting to add two inverse-square law vectors. We observe multiple instances in which students (1) add vectors as if they were scalars, (2) project the r (or r 2) in the denominator, instead of the entire vector, when attempting to find the vector’s components, (3) incorrectly apply the Pythagorean theorem when attempting to calculate the magnitude of the resultant vector, and (4) incorrectly relate the signs of the components of an electric field (or force) to the signs of the electric charges. While these are not the only errors students make, they are the most frequently occurring based on our analysis of 678 exams taken by students in either introductory mechanics or electricity and magnetism (E&M). We then show how these errors can be encoded into a new type of activity or assessment question which we call a ‘student error task.’ Introductory physics instructors can use the student error task in this paper as a way to engage or assess their students’ understandings of how to add two inverse-square law vectors.