I did not find a discussion of the above-referenced topic in a cursory
search of the archive. I hope that those of you who have argued the
subject exhaustively will forgive me for reintroducing it.
In teaching first-year, non-AP physics at the high-school level, I have
noticed that work seems to be the difficult topic for students to
understand. The curriculum as I have implemented it covers
W = F • d and W = delta-K, and were students able to grasp the abstract
nature of work, we would presumably have made an elegant transition between
study of force and examination of energy.
The difficulty that we all seem to face is in covering essential material
to the necessary level of depth in the allotted time. Experience has
taught me that regardless of how quickly I wish to cover certain topics,
the class will move at its own pace. Ultimately, I am left with too little
time to give fundamental topics (such as conservation of mechanical energy)
their due.
The question (finally), then, is: how important is the topic of work to a
solid understanding of basic physics? Can I sacrifice W, allowing more
time for energy conservation (and for whatever else needs shoring up)?
Because this question is rather open-ended, I am happy to list the
possibilities that I am exploring, should they provide a helpful
"jumping-off point". Feel free to ignore them.
• Continuing as we have over the last few years: W = F • d = delta-K =
-delta U
[I am oversimplifying for purposes of brevity.]
• Eschewing the topic of work altogether, and discussing conservation of
mechanical
energy in greater depth.
• Discussing work in the context of mechanical advantage and simple machines
(i.e. using a more concrete definition, rather than the abstract
notion, of W)
I do have a preference, but am most willing to hear the opinions of others
who have experienced similar quandaries. Thanks in advance.
[For reference, our school (public, middle-class suburban) has four physics
offerings (total physics enrollment--150): conceptual physics, physics,
honors physics, and AP Physics C.
The honors-level course is used to prepare students for college or AP
physics courses. The most popular of the four offerings is "plain-ol'
physics", taught as an introduction with some eye toward college-prep
although most of those enrolled do not plan careers in physical science or
engineering. The question "do work or don't do work" is meant to address
the needs of students in physics; those in honors and AP should and can
handle the abstract approach to the topic of work.]