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Re: [Phys-l] What are your answers for this teacher?

I teach primarily seniors, and I beg you, please do not resort to the "triangle" method for equations. Take the time to teach your 9th graders a little about problem solving. Their senior science and math teachers will thank you. Your 9th graders may not fully understand the math that you teach them this year, but they will at least be exposed to it so that by the time they get to their senior year, Physics won't seem like such a foreign language to them.
Before I taught physics and AP Physics, I taught 8th grade Physical Science and 11th grade Chemistry. I taught my 8th graders dimensional analysis, and when I had them as 11th graders, they thought it was a breeze. I took a lot of grief for teaching my 8th graders something as hard as dimensional analysis - not from my kids, but from the other 8th grade science teachers. The trick was, I never told my students that they were working tough problems. I just took it slow with them, introducing new steps as they were ready for them.
I am currently taking a grad class at UVa and we had to review Active Physics as a possible resource for our class. The general consensus was that it was an interesting program, but it lacked the depth needed for a good physics class.
Good luck.
Kirsten Manning, NBCT
Cave Spring High School

"If you can't explain it simply, then you don't understand it well enough."
- Albert Einstein
________________________________________
From: phys-l-bounces@carnot.physics.buffalo.edu [phys-l-bounces@carnot.physics.buffalo.edu] On Behalf Of Robert Cohen [Robert.Cohen@po-box.esu.edu]
Sent: Monday, April 11, 2011 6:09 PM
To: Forum for Physics Educators
Subject: Re: [Phys-l] What are your answers for this teacher?

I think the triangle method reinforces poor math habits (i.e., that math
is just rules to memorize). If you are not testing math maybe you can
just ask them to set up the physics of the problem? Don't ask them to
solve it. I think that would be better.

Isn't having them do the triangle method because they can't do math a
little like asking students to make up science just so they can practice
their writing?

----------------------------------------------------------
Robert A. Cohen, Department of Physics, East Stroudsburg University
570.422.3428 rcohen@po-box.esu.edu http://www.esu.edu/~bbq

Forum for Physics Educators
<phys-l@carnot.physics.buffalo.edu> writes:
Today's first PTSOS post:

My 9th grade physics students were taught a method for solving speed
problems in middle school that does not require algebra. The
variables
are separated in a diagram of a triangle (or a circle). When
you cover
up the variable you are solving for, the diagram shows you
the recipe
on how to solve the problem. If you're not familiar with what I'm
talking about, here's a link to an example using Ohm's Law:
http://www.electronics-tutorials.ws/dccircuits/dcp_2.html

I have avoided use of this device for a variety of reasons. First of
all, it has zero meaning. I feel that it is important to
reinforce my
students' algebra skills, which this method completely skips. I also
prefer Hewitt's method on using equations as "guides to
thinking" which
these triangles/circles avoid. Finally, I have found in the
past that
various memory devices in math (e.g. FOIL, cross
multiplication, etc.)
have limited function and students tend to use them
incorrectly much of
the time.

However, I am wondering if I should reconsider my stubborn
position. I
have had many students approach me this year showing me the triangle
and claiming "here's an easier way to solve the problems!"
In addition,
at the NSTA conference I was introduced to a text entitled
"Active Physics"
by Arthur Eisenkraft which uses the circle for every
equation given in
the book.

Again, these are 9th graders I am teaching, so maybe I should not be
such a stickler on going through all the algebra. This device is
primarily used for "plug and chug" problems anyway, which
have little
meaning themselves.

Do any of you use this method with your students? Have you found it
useful? Do you have any tips to make it more meaningful and
universal?
Do you see it as a hindrance?

Thanks in advance for your collective knowledge and wisdom!

bc thinks the picture is not a model.
_______________________________________________
Forum for Physics Educators
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