A qualitative approach to teaching capacitive circuits.

Autor/inn/en	Smith, David P.; Van Kampen, Paul
Titel	A qualitative approach to teaching capacitive circuits.
Quelle	In: American journal of physics, 81 (2013) 5, S. 389-396 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-9505; 1943-2909
DOI	10.1119/1.4795589
Schlagwörter	Qualitative Analyse; Physik; Physikunterricht; Elektrizitätslehre; Qualitative Analyse; Kapazität; Stromkreis; Lehr-Lern-Forschung; Lehr-Lern-Forschung; Elektrizitätslehre; Physik; Physikunterricht; Stromkreis; Widerstand (Pol); Kapazität
Abstract	We have investigated students' qualitative understanding of dc circuits containing resistors and a capacitor. We found that a year after traditional lecture instruction as part of an introductory physics course, most students were unable to predict the behavior of a series circuit consisting of a battery, a bulb, and a capacitor. Among the difficulties identified we found that almost half of the students implicitly abandoned the idea that a complete circuit is necessary for a bulb to light when a capacitor is introduced into the circuit. We have developed curriculum that enables students to construct a phenomenological model in which they liken the behavior of a capacitor to that of a wire, a switch, and a battery; this allows them to qualitatively describe circuits with batteries, bulbs, and capacitors. We have also developed curriculum on the determination of RC times. Post-test results show a significant increase in understanding of capacitive circuits. 2013 American Association of Physics Teachers.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Osnabrück
Update	2014/1