Many students think of mass and weight as alternative words for the same property
Misconception
Diagnostic Resources
The following worksheets may help to identify whether students hold this particular misconception.
For more information, see the University of York EPSE website.
These questions probe understanding of the difference between weight and mass. In particular they probe whether pupils appreciate that the weight of an object can change when it is moved from one place to another.
EPSE Gravity Q11The following two questions ask about the acceleration of an object when pulled by the same force in different locations. Pupils who can clearly distinguish mass and weight – and who recognise that mass is the property that gives objects their resistance to changes in motion – may appreciate that the acceleration will be the same each time, even though the weight is not.
EPSE Gravity Q14This concept cartoon deals with some of the ideas probed by earlier questions. It could be used as a poster that pupils might discuss informally while this topic is being taught. Or it could be used as individual or small-group activities, using the response sheet provided with each, to make pupils think about their response to the comments of the cartoon characters.
EPSE Gravity Q19Resource to Address This
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Dan Smolski
This resource will support classroom discussion on the difference between mass and weight.
View Resource -
More careful thinking about mass (11-14)
Although the physics definition of mass is in terms of resistance to acceleration, we can see that this measure is directly linked to the amount of stuff idea, in that the more matter or stuff there is in an object, the harder it is to set into motion, or to stop.
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Mass and weight (11-16)
You cannot hope to clear up the great distinction between mass and weight by narrowing down the use of those common words. Nor can you exclude them or replace them in science. Students have to learn to live with their sloppy complexity.
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References
The following studies have documented this misconception:
- Brown, D. and Clement, J. () "Classroom Teaching Experiments in Mechanics" in R. Duit, F. Goldberg, & H. Niedderer (eds.), Research in physics learning - theoretical issues and empirical studies. San Diego State University, San Diego, CA.
380-397.
- Dilber, R.; Karaman, I. and Duzgun, B. () High school students' understanding of projectile motion concepts. Educational Research and Evaluation, 15 (3),
203-222.
This study analysed a sample of 82 high school students (36 boys and 46 girls) between the ages of 16 and 17 using a qualitative multiple choice test on projectile motion. The test was administered both prior to and after a 4-week instructional period. The study took place in the department of physics at Ataturk University, Erzurum, Turkey.
Review sheet