Re: FLOW of energy

[Jim Green <JMGreen@sisna.com>]

Rick says:

> I challenged Jim to explain how the combusion of coal in an electrical
> generation plant ends up as a rise in temperature in a power line without
> using heat/energy transfers, flows, heat as energy, and all his other
> taboos, in a clear, concise way that would be appropriate for intro
> students. 

I though I answered you.  But let me be plainer -- if you insist:

A) This is a crumby example to use to tech physics


> I think I can do it reasonably well using the 'forbidden' terms
> and in so doing increase student's understanding of the physical world
> around them.  Could these students be taken to a deeper understanding, one
> based on thermodynamics?  Sure, some could, but for the majority, what is
> gained?  If we are only to teach what is absolutely true then we can teach
> NOTHING. 

B) What this may suggest is that a teacher just does not know enough physics
to teach it correctly -- not a real surprise.  HS teachers may have had only
one year of college algebra based physics and PhDs typically never had to
study for a thermo section their quals.  At least *I* didn't -- the subject
never came up either on my quals or orals -- this could be because my profs
didn't know enough thermo to ask -- surely the prof I took thermo from did
not.  But that is just the problem -- as I have said earlier today.  There
are those on this list who have no trouble teaching T#1 and T#2 correctly
and their students understand.



Jim Green
JMGreen@sisna.com