Activities to address the Newtonian gravitational force in physics undergraduate courses
We start from the identification of a misconception among physics students: that in binary systems with greater total mass the intensity of the gravitational force is necessarily greater. In search of ways to confront it, in this text we suggest activities structured from analyses on the effect of t...
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Asociación de Profesores de Física de la Argentina
2018
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20320 |
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I10-R316-article-203202024-03-05T17:02:20Z Activities to address the Newtonian gravitational force in physics undergraduate courses Atividades para abordar a força gravitacional newtoniana no ensino superior de física Falsetti, Paulo Henrique Eleutério Coelho da Silva, André Força gravitacional Atividades Concepções alternativas Ensino superior Ação e reação Gravitational force Activities Misconceptions Higher education Action and reaction We start from the identification of a misconception among physics students: that in binary systems with greater total mass the intensity of the gravitational force is necessarily greater. In search of ways to confront it, in this text we suggest activities structured from analyses on the effect of the mass distribution on the intensity of the gravitational force. The activities were planned to last three or four class hours. In the first one, we propose that students compare the intensities of the gravitational forces acting on the Earth-Moon and Uranus-Miranda systems. After the students explain their considerations on the problem, we suggest that the teacher present: i) analyzes that show that the gravitational force in a binary system is maximum when the distribution of the total mass occurs homogeneously between the bodies; and ii) a possible explanation for this result based on Newton's 3rd Law of Motion. Exploratory applications of these activities gave us indications of their plausibility, evidencing that the students' knowledge about gravitational force is usually assimilated in a mnemonic way, without reflections on the fact that the calculation of the intensity of this force involves the product and not the sum of the masses. Partimos da identificação de uma concepção alternativa entre estudantes de física: a de que em sistemas binários com maior massa total necessariamente atua uma força gravitacional de maior intensidade. Em busca de maneiras para confrontá-la, neste texto sugerimos atividades estruturadas com base em análises sobre o efeito da distribuição de massa junto à intensidade da força gravitacional. As atividades foram planejadas para ter duração de três ou quatro horas-aula.Na primeira delas propomos que os estudantes realizem uma comparação entre as intensidades das forças gravitacionais que atuam nos sistemas Terra-Lua e Urano-Miranda. Após os estudantes explicitarem suas considerações sobre o problema, sugerimos que o professor apresente: i) análises que evidenciam que a força gravitacional em um sistema binário é máxima quando a distribuição da massa total se dá de maneira homogênea entre os corpos; eii) uma possível explicação para esse resultado com base na 3ª Lei de Newton da Dinâmica. Aplicações exploratórias dessas atividades nos ofereceram indícios de suas plausibilidades, evidenciando que o conhecimento dos estudantes sobre a força gravitacional costuma ser assimilado de forma mnemônica, sem reflexões sobre o fato de que o cálculo da intensidade dessa força envolve o produto e não a soma das massas. Asociación de Profesores de Física de la Argentina 2018-06-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20320 10.55767/2451.6007.v30.n1.20320 Journal of Physics Teaching; Vol. 30 No. 1 (2018): January - June; 75-82 Revista de Enseñanza de la Física; Vol. 30 Núm. 1 (2018): Enero - Junio; 75-82 Revista de Enseñanza de la Física; v. 30 n. 1 (2018): Janeiro - Junho; 75-82 2250-6101 0326-7091 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20320/19963 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20320/21530 Derechos de autor 2018 Paulo Henrique Eleutério Falsetti, André Coelho da Silva http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Portugués |
| format |
Artículo revista |
| topic |
Força gravitacional Atividades Concepções alternativas Ensino superior Ação e reação Gravitational force Activities Misconceptions Higher education Action and reaction |
| spellingShingle |
Força gravitacional Atividades Concepções alternativas Ensino superior Ação e reação Gravitational force Activities Misconceptions Higher education Action and reaction Falsetti, Paulo Henrique Eleutério Coelho da Silva, André Activities to address the Newtonian gravitational force in physics undergraduate courses |
| topic_facet |
Força gravitacional Atividades Concepções alternativas Ensino superior Ação e reação Gravitational force Activities Misconceptions Higher education Action and reaction |
| author |
Falsetti, Paulo Henrique Eleutério Coelho da Silva, André |
| author_facet |
Falsetti, Paulo Henrique Eleutério Coelho da Silva, André |
| author_sort |
Falsetti, Paulo Henrique Eleutério |
| title |
Activities to address the Newtonian gravitational force in physics undergraduate courses |
| title_short |
Activities to address the Newtonian gravitational force in physics undergraduate courses |
| title_full |
Activities to address the Newtonian gravitational force in physics undergraduate courses |
| title_fullStr |
Activities to address the Newtonian gravitational force in physics undergraduate courses |
| title_full_unstemmed |
Activities to address the Newtonian gravitational force in physics undergraduate courses |
| title_sort |
activities to address the newtonian gravitational force in physics undergraduate courses |
| description |
We start from the identification of a misconception among physics students: that in binary systems with greater total mass the intensity of the gravitational force is necessarily greater. In search of ways to confront it, in this text we suggest activities structured from analyses on the effect of the mass distribution on the intensity of the gravitational force. The activities were planned to last three or four class hours. In the first one, we propose that students compare the intensities of the gravitational forces acting on the Earth-Moon and Uranus-Miranda systems. After the students explain their considerations on the problem, we suggest that the teacher present: i) analyzes that show that the gravitational force in a binary system is maximum when the distribution of the total mass occurs homogeneously between the bodies; and ii) a possible explanation for this result based on Newton's 3rd Law of Motion. Exploratory applications of these activities gave us indications of their plausibility, evidencing that the students' knowledge about gravitational force is usually assimilated in a mnemonic way, without reflections on the fact that the calculation of the intensity of this force involves the product and not the sum of the masses. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2018 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20320 |
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