4/24/2023 0 Comments Electric fieldlines![]() As mentioned earlier, our model is that the charge on an object (the source charge) alters space in the region around it in such a way that when another charged object (the test charge) is placed in that region of space, that test charge experiences an electric force. Now that we have some experience calculating electric fields, let’s try to gain some insight into the geometry of electric fields. Sketch the field of an arbitrary source charge.Explain the rules for creating a field diagram and why these rules make physical sense.Describe the relationship between a vector diagram and a field line diagram.Explain the purpose of an electric field diagram.© 2019 American Association of Physics Teachers.By the end of this section, you will be able to:.Shaffer, Tutorials in Introductory Physics ( , Google Scholar Crossref, ISIĭesign and evaluation of research-based teaching sequence: The superposition of electric field,” Int. Learning the electric field concept as oriented research activity,” Sci. , Google Scholar CrossrefĪ look into students' interpretation of electric field lines” in Handbook of Research on Driving STEM Learning With Educational Technologies, edited by M. Historical evolution of the field view and textbook accounts,” Sci. High school students' representations and understanding of electric fields,” Phys. Students' reasoning about the superposition of electric fields,” Int. Investigating and improving introductory physics students' understanding of the electric field and superposition principle,” Eur. , Google Scholar Scitation, ISIĬontrasting students' understanding of electric field and electric force,” AIP Conf. Students' understanding of superposition of electric fields,” Am. Feynman, The Feynman Lectures on Physics ( How do successful and unsuccessful learners use texts and graphics?” Learn. Theo van Leeuwen, Reading Images: The Grammar of Visual Design ( Sherwood, Matter and Interactions II: Electric and Magnetic Interactions ( , Google Scholar Scitation, ISIĬonfusion by representation: on students' comprehension of the electric field concept,” Am. Freedman, Sears and Zemansky's University Physics with Modern Physics (Įlectric field line diagrams don't work,” Am. Gene Mosca, Physics for Scientists and Engineers ( Jewett, Physics for Scientists and Engineers with Modern Physics ( Teaching and learning electricity: The relations between macroscopic level observations and microscopic level theories,” in International Handbook of Research in History, Philosophy and Science Teaching, edited by M. Hesse, Forces and Fields: The Concept of Action at a Distance in the History of Physics ( , Google Scholar Scitation, ISIĭifficulties in learning the concept of electric field,” Sci. Restructuring the introductory electricity and magnetism course,” Am. ![]() We question whether teaching the electric field line representation is productive at the introductory level, and we discuss the need to have a representation that helps students reach a better understanding of the electric field concept and of the superposition principle. Students who understand a vector representation of a field at a position tend to answer a superposition principle question better. The results give some evidence that an incorrect interpretation of the electric field line diagram may hinder the understanding of the superposition principle. We conducted a study at the introductory level that aims to understand the effect of students' interpretation of electric field line diagrams on their application of the superposition principle for the electric field. Some literature claims that students have difficulties understanding this representation and relating it to their understanding of the electric field concept. A common way to represent an electric field in a course on electricity and magnetism is with the electric field line diagram.
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