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A functional understanding of Newton s second law as
a vector equation requires that students be able to
reason about vectors. I present data describing
students conceptual difficulties with vector
addition and subtraction, and with vector quantities
such as force, acceleration and tension. These data
suggest that after traditional instruction in
introductory physics, some students do not recognize
the vector nature of these quantities. Other
students who do not have the requisite procedural
knowledge to determine net force or acceleration,
and are therefore unable to reason qualitatively
about Newton''s second law. I describe some specific
procedural and reasoning difficulties we have
observed in students use of vectors. In addition, I
describe modifications to laboratory instruction in
mechanics that we designed on the basis of our
research into student understanding. These
modifications were intended to improve students
understanding of vector addition and subtraction and
to promote student use of vectors when solving
mechanics problems. Finally, I discuss initial
measures of the effectiveness of these modifications.
a vector equation requires that students be able to
reason about vectors. I present data describing
students conceptual difficulties with vector
addition and subtraction, and with vector quantities
such as force, acceleration and tension. These data
suggest that after traditional instruction in
introductory physics, some students do not recognize
the vector nature of these quantities. Other
students who do not have the requisite procedural
knowledge to determine net force or acceleration,
and are therefore unable to reason qualitatively
about Newton''s second law. I describe some specific
procedural and reasoning difficulties we have
observed in students use of vectors. In addition, I
describe modifications to laboratory instruction in
mechanics that we designed on the basis of our
research into student understanding. These
modifications were intended to improve students
understanding of vector addition and subtraction and
to promote student use of vectors when solving
mechanics problems. Finally, I discuss initial
measures of the effectiveness of these modifications.