Students’ Understanding of Graphical Vector Addition in One and Two Dimensions

Umporn Wutchana; Narumon Emarat

doi:10.51724/ijpce.v3i2.195

Authors

Umporn Wutchana Mahidol University
Narumon Emarat Mahidol University

DOI:

https://doi.org/10.51724/ijpce.v3i2.195

Keywords:

Vectors, Vector Addition, Misunderstanding

Abstract

Understanding initial topics in physics (forces, fields, and kinematical quantities) requires a grasp of basic vector concepts. In this study, we intended to explore students’ qualitative understanding of graphical vector addition in one and two dimensions. Using two free-response problems of a diagnostic quiz, one is one-dimensional vector addition and the other is two-dimensional vector addition. Sixty-three grade ten high-school students’ responses were categorized. From the investigation, results represent that from the high-school students who already completed their vector lesson, only 10% of them provided correct answer for vector addition in one-dimension and 32% for the two-dimensional addition.

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