Open AccessStudents’ Understanding of Graphical Vector Addition in One and Two Dimensions
Author(s) -
Umporn Wutchana,
Narumon Emarat
Publication year - 2011
Publication title -
international journal of physics and chemistry education
Language(s) - English
Resource type - Journals
ISSN - 2589-8876
DOI - 10.51724/ijpce.v3i2.195
Subject(s) - grasp , dimension (graph theory) , vector space , vector (molecular biology) , vector field , mathematics education , computer science , mathematics , pure mathematics , geometry , programming language , biology , biochemistry , gene , recombinant dna
Understanding initial topics in physics (forces, fields, and kinematical quantities) requires a grasp of basic vector concepts. In this study, we intended to explore students’ qualitative understanding of graphical vector addition in one and two dimensions. Using two free-response problems of a diagnostic quiz, one is one-dimensional vector addition and the other is two-dimensional vector addition. Sixty-three grade ten high-school students’ responses were categorized. From the investigation, results represent that from the high-school students who already completed their vector lesson, only 10% of them provided correct answer for vector addition in one-dimension and 32% for the two-dimensional addition.