Mathematical modelling of electrical potential difference in a non-uniform electric field
Abstract
This work offers an unproblematic teaching tool for the instruction of challeng-ing concept of electric potential difference in a non-uniform electric field. Specifically, mathematical modelling process is employed and managed to comprehend and teach exceedingly difficult concepts of uniform and non-uniform electric fields, electrical potential difference, scalar products of vectors and also concept of path integral. In order to accomplish those tasks, initially a basic conducting panel/sheet, that is simply a wet cardboard, is designed as a part of the apparatus, together with a dc power supply, a multi meter and connecting cables. The established method is interesting in the sense that the 3D wet cardboard is novel, very practical and minimal costing, hence the approach offers physics educators fresh teaching routes and opportunities to clarify the puzzling concept of electrical potential difference and further.
References
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Prosser, M. (1994). A phenomenographic study of students’ intuitive and conceptual understanding of certain electrical phenomena. Instructional Science, 22(3), 189–205. https://doi.org/10.1007/BF00892242
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Sears, F. W., Zemansky, M. W., & Young, H. D. (2016). College physics. Addison Wesley Publishing Company.
Taber, K. S., Trafford, T. de, & Quail, T. (2006). Conceptual resources for constructing the concepts of electricity: the role of models, analogies and imagination. Physics Education, 41(2), 155–160. https://doi.org/10.1088/0031-9120/41/2/006
Tarciso Borges, A., & Gilbert, J. K. (1999). Mental models of electricity. International Journal of Science Education, 21(1), 95–117. https://doi.org/10.1080/095006999290859
Zhang, C., Wang, H., Liu, Y., & Jiang, J. (2018). Investigation and the improvement strategy of the inquiry physics experiment teaching in senior high school. American Journal of Physics and Applications, 6(5), 104. https://doi.org/10.11648/j.ajpa.20180605.11
Beichner, R. J., & Serway, R. A. (2000). Physics for scientists and engineers with modern physics. Saunders College Publishing.
Brewe, E. (2008). Modeling theory applied: Modeling Instruction in introductory physics. American Journal of Physics, 76(12), 1155–1160. https://doi.org/10.1119/1.2983148
Carlton, K. (1999). Teaching electric current and electrical potential. Physics Education, 34(6), 341–345. https://doi.org/10.1088/0031-9120/34/6/401
Cohen, R., Eylon, B., & Ganiel, U. (1983). Potential difference and current in simple electric circuits: A study of students’ concepts. American Journal of Physics, 51(5), 407–412. https://doi.org/10.1119/1.13226
Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education, 2(2), 115–130. https://doi.org/10.1007/s10763-004-3186-4
Gilbert, J. K., Boulter, C. J., & Elmer, R. (2000). Positioning models in science education and in design and technology education. In Developing Models in Science Education (pp. 3–17). Springer Netherlands. https://doi.org/10.1007/978-94-010-0876-1_1
Greca, I. M., & Moreira, M. A. (2002). Mental, physical, and mathematical models in the teaching and learning of physics. Science Education, 86(1), 106–121. https://doi.org/10.1002/sce.10013
Grosslight, L., Unger, C., Jay, E., & Smith, C. L. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28(9), 799–822. https://doi.org/10.1002/tea.3660280907
Gunstone, R., Mulhall, P., & McKittrick, B. (2009). Physics teachers’ perceptions of the difficulty of teaching electricity. Research in Science Education, 39(4), 515–538. https://doi.org/10.1007/s11165-008-9092-y
Hand, B., Gunel, M., & Ulu, C. (2009). Sequencing embedded multimodal representations in a writing to learn approach to the teaching of electricity. Journal of Research in Science Teaching, 46(3), 225–247. https://doi.org/10.1002/tea.20282
Hestenes, D. (1987). Toward a modeling theory of physics instruction. American Journal of Physics, 55(5), 440–454. https://doi.org/10.1119/1.15129
Hestenes, D. (1997). Modeling methodology for physics teachers. AIP Conference Proceedings, 399, 935–958. https://doi.org/10.1063/1.53196
Kelly, G. J., Druker, S., & Chen, C. (1998). Students’ reasoning about electricity: combining performance assessments with argumentation analysis. International Journal of Science Education, 20(7), 849–871. https://doi.org/10.1080/0950069980200707
Liégeois, L., Chasseigne, G., Papin, S., & Mullet, E. (2003). Improving high school students’ understanding of potential difference in simple electric circuits. International Journal of Science Education, 25(9), 1129–1145. https://doi.org/10.1080/0950069022000017324
Maloney, D. P., O’Kuma, T. L., Hieggelke, C. J., & Van Heuvelen, A. (2001). Surveying students’ conceptual knowledge of electricity and magnetism. American Journal of Physics, 69(S1), S12–S23. https://doi.org/10.1119/1.1371296
Martinez, F., Herrero, L. C., & de Pablo, S. (2011). Project-based learning and rubrics in the teaching of power supplies and photovoltaic electricity. IEEE Transactions on Education, 54(1), 87–96. https://doi.org/10.1109/TE.2010.2044506
Moodley, K., & Gaigher, E. (2019). Teaching electric circuits: teachers’ perceptions and learners’ misconceptions. Research in Science Education, 49(1), 73–89. https://doi.org/10.1007/s11165-017-9615-5
Prosser, M. (1994). A phenomenographic study of students’ intuitive and conceptual understanding of certain electrical phenomena. Instructional Science, 22(3), 189–205. https://doi.org/10.1007/BF00892242
Retnawati, H., Arlinwibowo, J., Wulandari, N., & Pradani, R. (2018). Teachers’ difficulties and strategies in physics teaching and learning that applying mathematics. Journal of Baltic Science Education, 17(1), 120–135. http://www.scientiasocialis.lt/jbse/?q=node/643
Rosenthal, A. S., & Henderson, C. (2006). Teaching about circuits at the introductory level: An emphasis on potential difference. American Journal of Physics, 74(4), 324–328. https://doi.org/10.1119/1.2173271
Sears, F. W., Zemansky, M. W., & Young, H. D. (2016). College physics. Addison Wesley Publishing Company.
Taber, K. S., Trafford, T. de, & Quail, T. (2006). Conceptual resources for constructing the concepts of electricity: the role of models, analogies and imagination. Physics Education, 41(2), 155–160. https://doi.org/10.1088/0031-9120/41/2/006
Tarciso Borges, A., & Gilbert, J. K. (1999). Mental models of electricity. International Journal of Science Education, 21(1), 95–117. https://doi.org/10.1080/095006999290859
Zhang, C., Wang, H., Liu, Y., & Jiang, J. (2018). Investigation and the improvement strategy of the inquiry physics experiment teaching in senior high school. American Journal of Physics and Applications, 6(5), 104. https://doi.org/10.11648/j.ajpa.20180605.11
Authors
Erol, M., & Çolak, Ä°ldahan ÖzdeyiÅŸ. (2020). Mathematical modelling of electrical potential difference in a non-uniform electric field . Momentum: Physics Education Journal, 4(2), 64–72. https://doi.org/10.21067/mpej.v4i2.4440
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