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Re: [Phys-l] God as an explanation (WAS: Darwinism underattack?andthephysicsclassroom)



Hi David-
I guess I pretty much agree with you, but I'd differ a bit on the language and method. First year college students have no notion of the concept of "proof". I think it highly desirable to introduce the concept, along with a few exercises (scattered throughout the course). I agree that the step from translational invariance to conservation of momentum is inappropriate for a non-calculus course. I suspect that it is also inappropriate for an elementary calculus course unless it can be presented with a real aha! as payoff.
Don't forget, the prefrontal cortex keeps growing until age 25.
Regards,
Jack

On Fri, 1 Aug 2008, David Whitbeck wrote:

Jack,

Without calculus students can't even explore the relationship between momentum and force. I certainly don't advocate any such derivation or even mentioning it in an algebra based course. And in a calculus based course, stating the connection and illustrating it would be more appropriate than trying to derive it. Anyway unless it's very short and sweet, imho derivations don't belong in introductory physics. Students at that level don't really have a good internal ranking of basic eqns and concepts vs derived results.

David


-----Original Message-----
From: phys-l-bounces@carnot.physics.buffalo.edu on behalf of Jack Uretsky
Sent: Fri 8/1/2008 3:29 PM
To: Forum for Physics Educators
Subject: Re: [Phys-l] God as an explanation (WAS: Darwinism underattack?andthephysicsclassroom)

Hi David-
But it seems to me that the next step is the devilish one for
beginners (assuming no exposure to calculus). How do you get from
translational invariance to conservation of momentum?
Regards,
Jack





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