model for the electric field. This paper describes how the Lycra® sheet might be implemented in the curriculum for an introductory physics class. Background Student Beliefs Traditional Instruction LSFM Instruction Boundary Model - The The traditional approach The Lycra® Sheet Field effects of gravity diminish not take into account Model agrees with modern, “does rapidly or disappear the students’ initial relativistic theory. completely, no gravity in conceptions, are often space (Williamson & incompatible with scientific The use of a physical model Willoughby, 2012). knowledge” (Baldy, 2007). to represent the gravitational field enables the student to Gravity is the result of other Historical approach starting make personal prediction and forces (i.e. magnetism, with Kepler’s Laws and then observations about the nature rotation, or atmospheric proceeds to discuss Newton’s of the field. pressure) (Watts, 1982). use of laws, which are based on observation, to Demonstrations show that the The of gravity acts derive whereas the field is not a localized through a medium conceptual relationships are phenomenon, Students (Watts,1982; Williamson & generally stated. determine that gravitational Willoughby, 2012 ). force has infinite range. Textbooks seldom devote a The gravitational force is whole chapter to gravitation. Demonstrations show the selective in how/when it is Gravitation is often with the interactions of gravitational applied (Watts, 1982). chapter on uniform circular fields causing objects to motion. attract to one another. Inconsistent in the way they apply their beliefs about Students memorize the Objects orbiting a massive gravity (Palmer, 2001). formula, remembering and object can be demonstrated reciting it, but lack the Lycra® Sheet Field conceptual understanding of Model. the physical phenomenon. Abstract electrostatic Often taught after mechanics The gravitational electric – concepts are difficult for topics and most students do force/field analogy develops students to assimilate and not see a connection between naturally. understand (Arons, 1997). the topics. Each concept has already Students have little Demonstrations of charging been introduced in terms of conceptual experience with processes and the interaction the gravitational field, and the electrostatic phenomena. between charged objects. difficulties the students generally have with the Students’ experience of static The relationship between nature of the electric field electricity comes from charged objects is generally dissipates.
model for the electric field. This paper describes how the Lycra® sheet might be implemented in the curriculum for an introductory physics class. Background Student Beliefs Traditional Instruction LSFM Instruction Boundary Model - The effects of gravity diminish rapidly or disappear completely, no gravity in space (Williamson & Willoughby, 2012). Gravity is the result of other forces (i.e. magnetism, rotation, or atmospheric pressure) (Watts, 1982). The of gravity acts through a medium (Watts,1982; Williamson & Willoughby, 2012 ). The gravitational force is selective in how/when it is applied (Watts, 1982). Inconsistent in the way they apply their beliefs about gravity (Palmer, 2001). The traditional approach “does not take into account the students’ initial conceptions, are often incompatible with scientific knowledge” (Baldy, 2007). Historical approach starting with Kepler’s Laws and then proceeds to discuss Newton’s use of laws, which are based on observation, to derive whereas the conceptual relationships are generally stated. Textbooks seldom devote a whole chapter to gravitation. Gravitation is often with the chapter on uniform circular motion. Students memorize the formula, remembering and reciting it, but lack conceptual understanding of the physical phenomenon. The Lycra® Sheet Field Model agrees with modern, relativistic theory. The use of a physical model to represent the gravitational field enables the student to make personal prediction and observations about the nature of the field. Demonstrations show that the field is not a localized phenomenon, Students determine that gravitational force has infinite range. Demonstrations show the interactions of gravitational fields causing objects to attract to one another. Objects orbiting a massive object can be demonstrated the Lycra® Sheet Field Model. Abstract electrostatic concepts are difficult for students to assimilate and understand (Arons, 1997). Students have little conceptual experience with electrostatic phenomena. Students’ experience of static electricity comes from Often taught after mechanics topics and most students do not see a connection between the topics. Demonstrations of charging processes and the interaction between charged objects. The relationship between charged objects is generally The gravitational – electric force/field analogy develops naturally. Each concept has already been introduced in terms of the gravitational field, and the difficulties the students generally have with the nature of the electric field dissipates.
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