Physics 173 Internet
Question of the Week
November 24 - December 5, 1997
As we approach the topic of motion, you should continually be
aware of the fact that you have begun the course with a variety of
preconceptions. You have already formulated a variety of ideas
about acceleration, mass, force, gravity, velocity, etc. Your task
of learning the concepts taught in this course demands that you
continually contemplate your own beliefs and deal with them
accordingly. This week's search question will target the topic of
Find a site titled Comprehensive Conceptual Curriculum for
Physics (also called C3P) using a
major search engine. The site is based at the University of
Dallas, the prinicpal investigator is Richard P. Olenick, and it
is a common high school physics education site. This should be
sufficient information to find the site using a keyword search.
Once you find the C3P home page,
click on the button titled Alternate Student Conceptions. A
variety of student preconceptions are listed on the linked page.
The list identifies the most common misconceptions believed by
students of physics. Note: these are MISconceptions - wrong
beliefs. (A word to the wise: this would be an excellent page to
print and to keep available as a checklist as you proceed through
the rest of the year. If you believe any of these ideas, then you
will likely have difficulty.)
Once you have found the site, do the following:
- identify the URL (address) of the page.
- describe the search path which you took to find the page
(see example description).
- review the preconceptions for the Overall/Kinematics
section and study preconceptions #2, 3, and 5:
- Two objects side by side ...
- Acceleration and velocity are ...
- If velocity is zero, ...
For each one of these three preconceptions, write a few of
sentences in which you state the preconception and describe a
concrete example which illustrates why such a preconception is
a false conception.
A 2.0-kg ball is thrown upward from the top of a 45-meter high
bridge with a velocity of +40 m/s.
Carefully construct a
position-time and a velocity-time plot for the ball's flight
through the air (assuming that it experiences no air resistance).
Finally, use the velocity-time plot to determine the height of the
ball (relative to the water) when it reaches the peak of its
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Page Maintained by: Tom Henderson
Last Updated: December 1, 1997