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Figure 3. Plot of the force as a function of elongation for a stretched jelly baby.

Figure 3 Plot of the force as a function of elongation for a stretched jelly baby.

Related Figures (6)

Figure 2. The elastic jelly sweet is stretched and the force measured with a spring scale. Figure 1. Measuring the displacement of the tip of a clamped ruler as a function of load.
Figure 2. The elastic jelly sweet is stretched and the force measured with a spring scale. Figure 1. Measuring the displacement of the tip of a clamped ruler as a function of load.
An empirical-mathematical modelling approach to upper secondary physics
An empirical-mathematical modelling approach to upper secondary physics
Figure 4. The fall of muffin cups may be studied by using a data logger with a motion sensor.
Figure 4. The fall of muffin cups may be studied by using a data logger with a motion sensor.
Figure 5. Plots of weight (measured in number of muffin cups) as a function of terminal speed (top) and terminal speed squared (bottom), respectively, allow students to conclude that hypothesis 2 is strengthened: air resistance on falling muffin cups is proportional tc the terminal speed squared.
Figure 5. Plots of weight (measured in number of muffin cups) as a function of terminal speed (top) and terminal speed squared (bottom), respectively, allow students to conclude that hypothesis 2 is strengthened: air resistance on falling muffin cups is proportional tc the terminal speed squared.
Figure 6. The repulsive force between the poles of two bar magnets may be measured by placing one magnet on a sensitive scale and carefully varying the distance to the magnet above it.
Figure 6. The repulsive force between the poles of two bar magnets may be measured by placing one magnet on a sensitive scale and carefully varying the distance to the magnet above it.
question (2) between conceptual and mathemati- cal representation. Both questions require under- standing of how to describe a physical situation with general mathematical expressions. Of the al- most 500 students (both PHYS 21 project students and regular upper secondary physics students) who completed the test, 67% gave the correct response to the first question and 37% to the second. The two most ‘popular’ distractors A and B in ques- tion 2 refer to the constants a and b in the general mathematical expression given, while distractor C refers to global warming, the underlying concept of the items. Despite a new context and new pa- rameters, students are assumed to be capable to solve the problem in question | in view of prior experience with analogous situations. Question 2 challenges students’ analytic abilities. Both ques- tions discriminated clearly between the competent and the less competent students. refers to global warming, the underlying concept f the items. Despite a new context and new pa- tions discriminated clearly between the competent
question (2) between conceptual and mathemati- cal representation. Both questions require under- standing of how to describe a physical situation with general mathematical expressions. Of the al- most 500 students (both PHYS 21 project students and regular upper secondary physics students) who completed the test, 67% gave the correct response to the first question and 37% to the second. The two most ‘popular’ distractors A and B in ques- tion 2 refer to the constants a and b in the general mathematical expression given, while distractor C refers to global warming, the underlying concept of the items. Despite a new context and new pa- rameters, students are assumed to be capable to solve the problem in question | in view of prior experience with analogous situations. Question 2 challenges students’ analytic abilities. Both ques- tions discriminated clearly between the competent and the less competent students. refers to global warming, the underlying concept f the items. Despite a new context and new pa- tions discriminated clearly between the competent
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PhysicsPhysics EducationSecondary EducationCurriculum and PedagogyMultiple Representation
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