# Centripetal Acceleration: Often Forgotten or Misinterpreted.

```@article{Singh2009CentripetalAO,
title={Centripetal Acceleration: Often Forgotten or Misinterpreted.},
author={C. Singh},
journal={Physics Education},
year={2009},
volume={44},
pages={464-468}
}```
• C. Singh
• Published 2009
• Physics
• Physics Education
Acceleration is a fundamental concept in physics which is taught in mechanics at all levels. Here, we discuss some challenges in teaching this concept effectively when the path along which the object is moving has a curvature and centripetal acceleration is present. We discuss examples illustrating that both physics teachers and students have difficulty with this concept. We conclude with instructional strategies that may help students with this challenging concept.
6 Citations

#### Figures from this paper

A refresher on curvature for application to centripetal acceleration
Three derivations of the standard formula for the curvature K of a plane curve () yx are reviewed. Curvature is equal to 1 / r , where r is the radius of curvature, and is thus needed to compute theExpand
Using Isomorphic Problems to Learn Introductory Physics
• Mathematics, Physics
• 2016
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have differentExpand
Assessing Expertise in Introductory Physics Using Categorization Task
• Psychology, Physics
• 2016
The ability to categorize problems based upon underlying principles, rather than surface features or contexts, is considered one of several proxy predictors of expertise in problem solving. WithExpand
Problem Solving, Scaffolding and Learning.
Examining students’ problem solving abilities from different perspectives and investigating strategies that may guide students to develop a better knowledge structure in physics from the learners’ perspective suggests that postponing the providing of the solved problems until students have attempted to solve the quiz problems first without help is a good way to scaffoldStudents’ analogical problem solving. Expand
Can Free-Response Questions Be Approximated by Multiple-Choice Equivalents?
• Physics
• 2016
We discuss a study to evaluate the extent to which free-response questions can be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choice questions wereExpand

#### References

SHOWING 1-10 OF 14 REFERENCES
Investigation of student understanding of the concept of acceleration in one dimension
• Physics
• 1981
This paper describes a systematic investigation of the understanding of the concept of acceleration among students enrolled in a variety of introductory physics courses at the University ofExpand
Investigation of student understanding of the concept of velocity in one dimension
• Physics
• 1980
This paper describes a systematic investigation of the understanding of the concept of velocity among students enrolled in a wide variety of introductory physics courses at the University ofExpand
Oersted Medal Lecture 2001: “Physics Education Research—The Key to Student Learning”
Research on the learning and teaching of physics is essential for cumulative improvement in physics instruction. Pursuing this goal through systematic research is efficient and greatly increases theExpand
Using the Force Concept Inventory to monitor student learning and to plan teaching
• 2002
This is the second of two papers focusing on the Force Concept Inventory, a multiple-choice test designed to monitor students' understanding of force and related kinematics. In this paper we outlineExpand
When physical intuition fails
We analyze the problem-solving strategies of physics professors in a case where their physical intuition fails. A nonintuitive introductory-level problem was identified and posed to twenty physicsExpand
The Force Concept Inventory: A Tool for Monitoring Student Learning.
• 2002
The Force Concept Inventory is a multiple-choice test designed to monitor students' understanding of force and related kinematics. In this paper we review the development of the FCI, outline itsExpand
Exploration center for large introductory physics courses
We have designed a Physics Exploration Center (PEC) to supplement traditional lecture-oriented teaching in large introductory physics courses. The central objective of PEC is to provide students withExpand
Physics Learning in the Context of Scaffolded Diagnostic Tasks (II): Preliminary Results
• Computer Science
• 2007
A rubric to evaluate diagnosis is suggested and exemplify its use in two case studies and preliminary results regarding how students' performance on the self‐diagnosis tasks relates to their performance in solving problems and to their progress during the course are presented. Expand
Cognition for Interpreting Scientific Concepts: A Study of Acceleration
• Psychology
• 1992
Interpreting a scientific concept, that is, identifying or generating it properly in any particular instance, is a complex cognitive task. We analyze the underlying knowledge required to achieve su...