Many students see friction as a phenomenon, rather than as a force
Misconception
Diagnostic Resources
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Friction between solid surfaces (11-16)
Source - Practical physics/ Force and motion/ Friction, turning and other effects
This resource explores the factors that affect the force of friction.
View Resource -
Visualising what happens at surfaces for grip and slip (5-11)
Source - SPT/ Mf03TA07
This activity is designed to help children describe friction by:
- recognising that sliding rough surfaces past each other has a warming effect
- recognising that grip forces vary as the surfaces vary
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Friction (11-14)
Source - SPT/ Fo02PN08
When two surfaces are in contact there is a force acting on each surface that acts in a direction to stop them moving past one another.
View Resource
References
The following studies have documented this misconception:
- Clement, J. () Using Bridging Analogies and Anchoring Intuitions to Deal with Students' Preconceptions in Physics. Journal of Research in Science Teaching, 30 (10),
1241-1257.
(This study aimed to measure the effect of using 'bridging' analogies (analogies with intermediate examples) to address the preconceptions of high school physics students. The sample consisted of 3 experimental groups across 2 schools (comprising 150 students) and 2 control groups across 2 schools (comprising 55 students). Data was collected using pre- and post-intervention tests, and was analysed using a t-test.
Review sheet - Clement, J. () "Students' alternative conceptions in mechanics: a coherent system of preconceptions?" in H. Helm, and J. D. Novak (Eds), Proceedings of the International Seminar: Misconceptions in Science and Mathematics. Cornell University, Ithaca, NY.
310-315.
- Clement, J. () Students' preconceptions in introductory mechanics. American Journal of Physics, 50 (1),
66-71.
