Chronology |
Current Month |
Current Thread |
Current Date |

[Year List] [Month List (current year)] | [Date Index] [Thread Index] | [Thread Prev] [Thread Next] | [Date Prev] [Date Next] |

*From*: "JACK L. URETSKY (C) 1996; HEP DIV., ARGONNE NATIONAL LAB, ARGONNE, IL 60439" <JLU@hep.anl.gov>*Date*: Mon, 24 Feb 1997 19:49:36 -0600 (CST)

Hi Rick-

You write:

***********************************************************************

It has been my experience that what students CAN'T do very well, what we

need to teach and then test, is how to SET UP problems. Our students CAN

do the algebra, trig, and even the calculus (with or without

calculators/computers) fairly well, but for the most part the algebra,

trig, and calculus are not the Physics! I've gone to giving tests where

all I want to see is the integral that would need to be solved and that is

plenty tough and can't be done by the computer.

**********************************

But:

*******************************************************************************

"...the greatest difficulty which a student has in mastering theoretical

physics comes in learning how to apply mathematics to a physical situation,

how to formulate a problem mathematically, rather than in solving the

problem when it is once formulated"

Slater and Frank, "Introduction to Theoretical Physics" (1933)

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

So what have we learned about teaching physics in 64 years?

Regards,

Jack

- Prev by Date:
**RE: appropriate use of calculators** - Next by Date:
**Re: Programmable Calculator Policies** - Previous by thread:
**Re: Programmable Calculator Policies** - Next by thread:
**Re: Programmable Calculator Policies** - Index(es):