A New Direction: How a Compass Pointed the Way to Clearing Up an Attractive Misconception

Autor/in	Hood, Tracy
Titel	A New Direction: How a Compass Pointed the Way to Clearing Up an Attractive Misconception
Quelle	In: Physics Teacher, 50 (2012) 7, S.398-399 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
DOI	10.1119/1.4752040
Schlagwörter	High School Students; Misconceptions; Magnets; Demonstrations (Educational); Physics; Science Instruction; Secondary School Science; Advanced Placement Programs + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Missverständnis; Stabmagnet; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Ask a typical high school student to draw a picture of how a bar magnet works and most of the drawings produced will show a "+" and "-" sign at the two ends. Some students will write "N" and "S." If you then ask some follow-up questions, they will often resort to talking about "charges" being responsible for the magnetism. For several years, I have tried to tackle this prevalent misconception and guide students toward a more sophisticated model of domains, with at least one unexpected outcome along the way. This year, my AP Physics B class helped me develop a simple demonstration that may convince some students that charges are not in charge of magnetism. (Contains 2 figures.) (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://scitation.aip.org/tpt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10