By Laurence Viennot
Read this e-book if you happen to care approximately scholars particularly figuring out physics and getting real highbrow delight from doing so. learn it too should you worry that this objective is out of achieve – you'll be shocked! Laurence Viennot the following exhibits how one can care for the awkward incontrovertible fact that good judgment pondering is frequently now not similar to medical considering. She analyses examples of widespread and common blunders and confusions, which offer a true eye-opener for the instructor. greater than that, she indicates how one can keep away from and conquer them. The ebook argues opposed to over-emphasis on “fun” purposes, demonstrating that scholars additionally get pleasure from and cost transparent thinking.
The e-book has 3 elements:
• making experience of detailed clinical methods of reasoning (words, photographs, functions)
• making connections among very diverse subject matters, each one illuminating the other
• simplifying, searching for consistency and averting incoherent over-simplification
The e-book is better with supplementary on-line fabrics that may let readers to additional extend their instructing or study pursuits and view them extra deeply.
Read Online or Download Thinking in Physics: The pleasure of reasoning and understanding PDF
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Additional info for Thinking in Physics: The pleasure of reasoning and understanding
2003) Understanding and Addressing Student Reasoning about Sound, International Journal of Science Education, 25: 8, 991-1013. 14 Thinking in Physics ting surfaces. In standard elementary courses on friction,28 the coefficient μs enables the maximum allowable value of the tangential component without slipping to be calculated: FT ≤ μs FN and the coefficient μd enables the value of the tangential component, once slipping has started, to be found: FT = μd FN. For a rectangular block of mass m sliding on an inclined plane (at an angle θ to the horizontal), the written notation of the balance of forces and the fundamental principle of dynamics (air friction being “negligible”) gives the value for tangential acceleration (axis downwards): a = g (sinθ – μd cosθ).
In the following pages51 the reader can compare a standard version with its reformulation, matched up with their respective answer sheets. It seems at the very least that the corresponding intellectual processes are different. It could easily be concluded that for this situation the ideal would be to solve both versions of the exercise, and then compare and summarise the two approaches. For the moment, we can at least observe that the range of possible actions is more openended than current practice would suggest, noting the cumulative effort in abstraction required by the functional approach illustrated here, and a general familiarity with graphs.
There is no attempt to provide the reader with some sort of ideal formulation, and it will doubtless be possible to find fault with some of the suggestions here. The overriding aim, however, is to open up the range of possibilities within a typical school or university framework. The suggestions here have all been put into practice by the author, and by teaching teams in first year university physics courses. Three of the texts in this chapter are direct illustrations of the critical use of answer sheets.