Teaching about circuits at the introductory level: An emphasis on potential difference

American Journal of Physics

Volumn 74, Issue 4, 2006, Pages 324-328

  Rosenthal, A S ^a   Henderson, C ^a  

^a WESTERN MICHIGAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33645679103     PISSN: 00029505     EISSN: None     Source Type: Journal    
DOI: 10.1119/1.2173271     Document Type: Article

References (11)

1. P. V. Engelhardt and R. J. Beichner, "Students' understanding of direct current resistive electrical circuits," Am. J. Phys. 72, 98-115 (2004).
2. L. C. McDermott and P. S. Shaffer, "Research as a guide for curriculum development: An example from introductory electricity. Part I: Investigation of student understanding," Am. J. Phys. 60, 994-1003 (1992).
3. A. B. Arons, A Guide to Introductory Physics Teaching (Wiley, New York, 1990).
4. E. Bagno and B. S. Eylon, "From problem solving to a knowledge structure: An example from the domain of electromagnetism," Am. J. Phys. 65, 726-736 (1997).
5. P. S. Shaffer and L. C. McDermott, "Research as a guide for curriculum development: An example from introductory electricity. Part II: Design of instructional strategies," Am. J. Phys. 60, 1003-1013 (1992).
6. R. Serway and J. Jewett, Physics for Scientists and Engineers, 6th ed. (Brooks/Cole, Belmont, CA, 2004).
7. E. Mazur, Peer Instruction: A User's Manual (Prentice Hall, Upper Saddle River, NJ, 1997).
8. We tell students that it is really the negative electrons that move in a circuit but. in preparation for the study of current, it is useful to think of positive charge as moving.
9. An interesting discussion can be generated at this point by asking students to calculate the work done by the battery in this circuit, W=QΔV. The work done by the battery is exactly one-half of the energy stored in the capacitors. We tell students that this apparent violation of energy conservation will be explained later by considering the energy dissipated in a resistor in an RC circuit. This explanation satisfies all but the most insightful students.
10. R. Knight. Five Easy Lessons: Strategies for Successful Physics Teaching (Addison-Wesley, San Francisco, 2002).
11. D. Maloney, T. O'Kuma, C. J. Hieggelke, and A. Van Heuvelen, "Surveying students' conceptual knowledge of electricity and magnetism," Am. J. Phys. 69, S12-S23 (2001).