https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.19.020161 Skip to Main Content * APS Logo * * * Journals + Physical Review Letters + Physical Review X + PRX Energy + PRX Life + PRX Quantum + Reviews of Modern Physics + Physical Review A + Physical Review B + Physical Review C + Physical Review D + Physical Review E + Physical Review Research + Physical Review Accelerators and Beams + Physical Review Applied + Physical Review Fluids + Physical Review Materials + Physical Review Physics Education Research + Physical Review + Physical Review (Series I) + Physics Physique Fizika * * Physics Magazine * * Help/Feedback * * [ ] Search/Article Lookup * * Log in Physical Review Physics Education Research * Highlights * Recent * Accepted * Collections * Authors * Referees * Search * Press * About * Editorial Team * * Open Access * Encouraging students to understand the 1D wave equation Muhammad Aswin Rangkuti and Ricardo Karam Phys. Rev. Phys. Educ. Res. 19, 020161 - Published 22 November 2023 [icon-twitt] [icon-faceb] [sharethis]More x * Article * References * No Citing Articles [Article ] PDFHTMLExport Citation [Abstract ] [chevron-ri] Abstract Authors Article Text INTRODUCTION FUNDAMENTAL ASPECTS RELATED TO... METHODOLOGY RESULTS DISCUSSION CONCLUSION ACKNOWLEDGMENTS APPENDICES References [chevron-le] Abstract Despite its crucial importance in physics, there are not many studies focusing on student difficulties and teaching strategies related to the (1D) wave equation in the PER literature. In order to contribute to fill this gap, we conducted a study with university students which focused on specific aspects that are crucial for understanding this equation. Our results include not only key learning difficulties and potential teaching strategies to circumvent them, but they also suggest that students can search for a deeper understanding of physics equations when prompted to do so. * Figure * Figure * Figure * Figure * Figure * Figure * Figure 11 More * Received 17 March 2023 * Accepted 5 October 2023 DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.020161 [creativeco] Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI. Published by the American Physical Society Physics Subject Headings (PhySH) 1. Research Areas Concepts & principlesInstructional strategiesScientific reasoning & problem solving Physics Education Research Authors & Affiliations Muhammad Aswin Rangkuti ^1,2,* and Ricardo Karam^1 * ^1Department of Science Education, University of Copenhagen, Universitetparken 5, Copenhagen 2100, Denmark * ^2Department of Physics, Universitas Negeri Medan, Jl Willem Iskandar Psr V, Medan 20211, Indonesia * ^*aswin.rangkuti@ind.ku.dk Click to Expand Article Text Click to Expand References Click to Expand Issue Vol. 19, Iss. 2 -- July - December 2023 [CROSSMARK_Color_horizo]Reuse & Permissions[prx-life-p][PRX] Authorization Required --------------------------------------------------------------------- [ ][ ]Log In Other Options * Buy Article >> * Find an Institution with the Article >> x Download & Share --------------------------------------------------------------------- PDFExportReuse & Permissions * * Tweet x Images * Figure 1 Horizontal graph transformations of f(x). Reuse & Permissions * Figure 2 The proportional relation between force and concavity. Reuse & Permissions * Figure 3 The design of tutorial IV using the conceptual blending framework. Reuse & Permissions * Figure 4 How students understand the 1D WE. Reuse & Permissions * Figure 5 Wave profile posed in the first phase of tutorial IV. Reuse & Permissions * Figure 6 Wave profile posed in the second phase of tutorial IV. Reuse & Permissions * Figure 7 Slopes on the points in the wave profile. Reuse & Permissions * Figure 8 A pair plotted y=x2 in GeoGebra and changed the argument from x to x-2 and x-4. Reuse & Permissions * Figure 9 Three wave functions plotted in GeoGebra. Reuse & Permissions * Figure 10 The graph of y=e-(x-vt)2. Reuse & Permissions * Figure 11 Students' drawing based on the assumption of wave motion. Reuse & Permissions * Figure 12 A student drew the forces that can be decomposed into x and y components. Reuse & Permissions * Figure 13 Students drew the forces acting on the points based on the analysis of concavity on the graph. Reuse & Permissions * Figure 14 A student failed to draw the slope on the points correctly. Reuse & Permissions * Figure 15 The drawing of Mika (a) and David (b) describes the proportionality relation between concavity and acceleration. Reuse & Permissions * Figure 16 The pulse profile. Reuse & Permissions * Figure 17 The pulse profile has seven points placed on it. Reuse & Permissions * Figure 18 The pulse profile has nine points placed on it. 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