Date of Award:
8-2022
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Physics
Committee Chair(s)
Boyd Edwards
Committee
Boyd Edwards
Committee
Hillary Swanson
Committee
Jeon-Young Ji
Abstract
In Physics, the topic of the Coriolis force is often confusing and difficult to teach. I conducted a series of interviews with undergraduate physics students to understand how they would use their prior knowledge and personal experiences to interact with and navigate through a new conceptual teaching approach for the Coriolis force. Many students applied their intuitive understanding of balance to interpret and make predictions about the Coriolis force. Some students displayed a strong conviction that rotating objects will naturally get pulled outward, which suggests that this impression may be a useful tool for novice physics learners to use in other contexts. The students also demonstrated how their experience in previous physics classes had taught them to prioritize certain physics concepts in order to guide them through the problem-solving process, showing how classroom learning can help develop and enrich students’ intellectual skills. These findings indicate ways in which educators can adapt or restructure current Coriolis force teaching method to utilize these productive knowledge resources in a more efficient manner.
Checksum
2428fad43ab9ae2566d60159b2dacb2b
Recommended Citation
Arnell, Jared B., "Toward a Conceptual Approach to the Coriolis Force: Cataloging Intuitive Knowledge Elements in Intermediate Physics Learners" (2022). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 8509.
https://digitalcommons.usu.edu/etd/8509
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