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*You* know why defining v and a are useful. *I* know whydefining them is
useful. Everyone on this list knows why defining them is useful.
My point is that the *students* don't.
I find this puzzling and very much outside my experience with
students.
little
experiments in the
corridor - such as batting a bowling ball steadily with a
rubber bat - so that
they get a visual sense of acceleration.