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While the comments about causality and equivalence are certainly true, the
pedagogical analysis is off base.
Students at the lower level and beginning students will be completely
overloaded by considerations of causality. Students must start from what
they already know and then work towards higher levels, not the other way
around. This has been proven by experiments by Lawson, Karplus, Renner...
Students must first see force as causative and acceleration as a result.
This gives them a familiar context to begin with.