Students' misconceptions on mechanical energy sign conventions

Abstract

This paper discusses how most students are aware of the correct definitions of the different types of mechanical energy but that they are unable to use the convention of signs properly. When asked simple yes or no questions, students are more likely to get the wrong answer. When a similar question is asked on the same topic, but in a different form, like a scenario, the students appear to give more thought to their answers. This added stimulation through more thought provoking questions appears to derive more correct answers. It then appears that in addition to the teaching process, the evaluation process is just as important.