Many students see friction as a phenomenon, rather than as a force

Forces and Motion

Misconception RESEARCH REVIEW

Diagnostic Resources

  • 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
    View Resource
  • 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.

    Review sheet

  • Clement, J. () Students' preconceptions in introductory mechanics. American Journal of Physics, 50 (1),

    66-71.

    Review sheet

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