REFLECTIONS ON THE APPLICATION AND STANDARDIZATION OF SCALAR KINEMATICS IN PHYSICS EDUCATION

Abstract

This article proposes a conceptual expansion of the analysis of movements traditionally treated as one-dimensional to those that occur along a non-rectilinear, well-defined, and oriented line, within the context of Scalar Kinematics. It argues that this approach can be consistently and thoroughly employed in scientific outreach materials and in physics education, whenever relevant. The theoretical foundation is developed from an intrinsic coordinate system, defined by the object's own trajectory, in which directions inherent to the trajectory are used, replacing fixed external coordinate systems. Problem situations are presented that demonstrate the applicability of two-dimensional Scalar Kinematics, without compromising the understanding of everyday movements. The need for homogenization of kinematic terminology and concepts is also discussed, a question motivated, in part, by the multiplicity of translations attributed to the same term, as in the case of the English expression "average speed," adopted in this work as "average speed." Considering the relevance of the topic and its suitability for high school education, a comparison is established between some fundamental concepts of this approach and those traditionally presented in classical Vector Kinematics.