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The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 522
“Apparent Weight”: A Concept that Is Confusing and Unnecessary
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Add to FacebookTwo recent articles make prominent use of the concept of “apparent weight.”1,2 The concept of “apparent weight” leads to two confusing inconsistencies. We need to know that with very little change in our representations, we can give our students an improved understanding of “weight” without ever having to invent the appealing but confusing concept of “apparent weight.”
© 2010 American Association of Physics Teachers
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Teaching methods and strategies
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Online Oct 2010
ARTICLE DATA
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- Marina Milner-Bolotin, “Physics exam problems reconsidered: Using Logger Pro to evaluate student understanding of physics,” Phys. Teach. 46, 494–500 (Nov. 2008). See the discussion of the first of two “Open-Ended Problem” on p. 497.
- Marina Milner-Bolotin, “The ultimate elevator ride: Weight and apparent weight,” Newsletter of the Ontario Association of Physics Teachers, p. 1 (Nov. 2008).
- A. A. Bartlett, “The force of gravity in some simple accelerated systems: Which way is up?” Phys. Teach. 10, 429–437 (Nov. 1972). (This title is unfortunate. A better title would have been “Weight in some simple accelerated systems: Which way is up?”)
- A. A. Bartlett, “Life on an accelerating skateboard: What is `weight' anyway?” Quantum 6, 49–51 (Sept./Oct. 1995).
- A. A. Bartlett and Paul G. Hewitt, “Why the ski instructor says `lean forward,'” Phys. Teach. 25, 28–31 (Jan. 1987).
- A. A. Bartlett and J. Parker Lamb, “The train left the track,” Phys. Teach. 28, 586–589 (Dec. 1990).
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