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• W254531221 abstract "Students should use words (their own words) to learn physics,and that is why it is important for students learning introductory physics to write as they learn. To teach physics badly, teach it as a bunch of equations with no underlying meaning, or make it scary and nearly incomprehensible. Physics is really about subtle ideas and concepts--it is difficult because the ideas are new to most students. Writing helps students in introductory physics courses to deepen conceptual understanding; allows them to think in multiple ways; and entices them to enlarge upon an idea and connect it to other realms. Teachers should show stunts the relationship in symbols after the concept is firmly lodged in the mind; otherwise, students become focused on memorizing relatively sophisticated but intellectually limited procedural skills. (A figure describing the concepts of motion, force, and energy and consisting of nothing but mathematical equations illustrates introductory physics when it is taught badly; and a figure expressing the same concepts entirely in words illustrates introductory physics when it is taught well. (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** From Mere Formulas to the Bigger Picture: Helping Students in Physics See Interconnectedness g1PERMISSION TO REPRODUCE THIS risl MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Lawrence H. Day Assistant Professor of Physics Utica College of Syracuse University Utica, NY 13502 Let me scare you to start off: U.S. DEPARTMENT OF EDUCATION Ofhc of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Goorg; document has been reproduced as received from the person or organization originating it O M.nor changes hard been made to improve reproduction Quality Points of view or opinions stated in this clocument do not necessarily represent official OERI position or polic The page titled Introductory Physics When It's Taught Badly shows everything that's wrong with the way introductory physics is taught: it's just a bunch of equat:Ins there's no coherence there're no ideas underlying the equations/no meaning it's scary, nearly incomprehensible (like magic) it's the way most students see introductory physics because it's the way most introductory physics is taught It's not what introductory physics is about! Now let me calm your fears: The page titled Introductory Physics When It's Taught Well is what introductory physics is really about it's all ideas/concepts it's difficult stuff because the ideas and concepts are new to most students; they don't have them before they walk into the class also, the ideas/concepts can be subtle, and subtlety can be difficult Here's what I think we should take away from this realization: To teach students introductory physics means to help them grasp new concepts. Concepts, of course, mean words. People (students included!) think in words, so it doesn't work to expect students to think, instead, in mathematical equations (the equation is a shorthand notation for the idea in words). Students should use words (their own words) to learn physics, and that's why it's important for students learning introductory physics (Physics 151) to write as they learn to learn as they write writing to deepen conceptual understanding asking students to think in multiple ways about physics helps to deepen their understanding of how the world works it entices students to enlarge upon the idea, and to connect it with other ideas from other realms (equations rarely, if ever, do this) after the concept is firmly lodged in the mind, then show students the relationships in symbols (the elegance of a mathematical formula) otherwise, students becomes focused on memorizing relatively sophisticated, but intellectually limited procedural skills otherwise, they never learn what introductory physics is really about Introduutor3J P1131101 When It'l Tanght Baal) iliCM: v -t= xo _ d x t v = vo + at v _ = vo 2 + V 1 x = x v t +1 at 0 + 0 2 x = -2at2 1 v2 = v 02 + 2a(x xo) vy = vyo gt y = vyo --igt2 vo2sin20 v 2 = v 2 2gy y = 2-gt 2 y yo R = g FOG'©©: F = ma Fg w = mg Ffr 5_ μs FN v2 a = c r Gmim2 v2 FG = FC = m7" @default.
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• W254531221 title "From Mere Formulas to the Bigger Picture: Helping Students in Introductory Physics See Interconnectedness." @default.
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