is investigated. The question Q2 required students to recognize that the magnitude of
potential difference is the same in both electrostatic and electrokinetic and so, the
definition of the magnitude is the same (LO.1).
The results of the students’ answers to the Q2 question are given as percentages in
Table 13.2. The detailed description categories are provided below.
In category A, a minority of students’ answers (16.5%) recognize the relations
between the equations and students argument about the definition of potential
difference. An example:
I agree with the student E1. The general definition of potential difference is
expressed by the equation, ΔV ¼
R B
A E
!
dl , and we know that V ¼ E∙d. So, we
calculate the ΔV using one way or another depending on each situation.
Q2. Student S1 states that the potential difference between points A and B is calculated in the same
way by the equation
in the two situations.
Student E2 disagrees and states that the equation
, only is used to calculate the
potential difference in electrostatics (situation 2), but for the situation 1 the potential difference is
calculated by the Ohm's law: ΔV = I R.
Situation 1
Situation 2
With what student do you agree? Explain your answer
→
→
Fig. 13.1 Question Q2 related to the content of learning indicator i1. Q2. Student S1 states that the
potential difference between points A and B is calculated in the same way by the equation ΔV ¼
R B
A E
!
dl in the two situations. Student E2 disagrees and states that the equation ΔV ¼
R B
A E
!
dl, only is
used to calculate the potential difference in electrostatics (situation 2), but for the situation 1 the
potential difference is calculated by the Ohm’s law: ΔV ¼ I R
Table 13.2 Percentages of categories of answers in question Q2
Categories of answers
Percentage (%)
A
The magnitude is the same in both contexts
16.5
B
Two different definitions of the magnitude according to context
75.0
D
Does not answer the question
8.5
170
J. Guisasola et al.
potential difference is the same in both electrostatic and electrokinetic and so, the
definition of the magnitude is the same (LO.1).
The results of the students’ answers to the Q2 question are given as percentages in
Table 13.2. The detailed description categories are provided below.
In category A, a minority of students’ answers (16.5%) recognize the relations
between the equations and students argument about the definition of potential
difference. An example:
I agree with the student E1. The general definition of potential difference is
expressed by the equation, ΔV ¼
R B
A E
!
dl , and we know that V ¼ E∙d. So, we
calculate the ΔV using one way or another depending on each situation.
Q2. Student S1 states that the potential difference between points A and B is calculated in the same
way by the equation
in the two situations.
Student E2 disagrees and states that the equation
, only is used to calculate the
potential difference in electrostatics (situation 2), but for the situation 1 the potential difference is
calculated by the Ohm's law: ΔV = I R.
Situation 1
Situation 2
With what student do you agree? Explain your answer
→
→
Fig. 13.1 Question Q2 related to the content of learning indicator i1. Q2. Student S1 states that the
potential difference between points A and B is calculated in the same way by the equation ΔV ¼
R B
A E
!
dl in the two situations. Student E2 disagrees and states that the equation ΔV ¼
R B
A E
!
dl, only is
used to calculate the potential difference in electrostatics (situation 2), but for the situation 1 the
potential difference is calculated by the Ohm’s law: ΔV ¼ I R
Table 13.2 Percentages of categories of answers in question Q2
Categories of answers
Percentage (%)
A
The magnitude is the same in both contexts
16.5
B
Two different definitions of the magnitude according to context
75.0
D
Does not answer the question
8.5
170
J. Guisasola et al.