Students’ Understanding of Graphical Vector Addition in One and Two Dimensions

Understanding initial topics in physics (forces, fields, and kinematical quantities) requires a grasp of basic vector concepts. In this study, we intended to explore students ’ qualitative understanding of graphical vector addition in one and two dimensions. Using two free-response problems of a diagnostic quiz, one is one-dimensional vector addition and the other is two-dimensional vector addition. Sixty-three grade ten high-school students ’ responses were categorized. From the investigation, results represent that from the high-school students who already completed their vector lesson, only 10 % of them provided correct answer for vector addition in one-dimension and 32 % for the two-dimensional addition