Re: Scientific method was physical pendulums/ an opportunity

[Doug Craigen <dcc@ESCAPE.CA>]

Joel Rauber wrote:
> Rick wrote:
> > I'll add a question.  What's the value in having students memorize
> > equations?
>
> One could argue that there is a difference between requiring memorization of
> equations vs. requiring that students simply know "certain" equations.  One
> implies a concious act of memorization of items "the night" before the test.
> The other implies having enough familiarization with the material
> (presumedly from listening and participating in class, struggling with the
> material through reading and problem solving, previous math classes etc).
> E.g. I think F=ma and A=pi*r^2 would fall in the second category.  Formula
> for range of a projectile shot on level ground would fall in the first
> category.

I tell students that their task is to learn the basic equations and know
how to use them.  If I expect them to use something as specialized as
the range of a projectile on level ground, I would provide that equation
to them (though in this case they should be able to solve the problem
easily without any magic equation to refer to).  Our text has well over
a dozen equations for kinematics... the thing I empahsize is that the
basic three allow them to solve anything (and d=vo*t + 1/2 a*t^2 is not
on the list) and anything beyond that is only for convenience in solving
particular problems.

()-()-()-()-()-()-()-()-()-()-()-()-()-()-()-()

Doug Craigen
          Latest Project - the Physics E-source
          http://www.dctech.com/physics/