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most of the major reformed curricula use g=9.8N/kg.
In addition they sesibly refer to the force due to gravity as F_g, and the
acceleration due to gravity as a_g (neglecting other forces). The
notation would be to use a for all accelerations, and F for all forces
with appropriate subscripts.
Each of these steps alone does not solve all problems,
This obviously does not solve the basic problem of low thinking skills.
Low thinking skills are attacked mainly by appropriate elicit, confront, and
resolve strategies.
The equivalence of units is extremely dense to non formal thinkers, and
causes problems even when initially encountered by formal thinkers. Also the
common assumption that teaching formal logic fixes these problems, is false.
Informal logic and opportunities to think logically can be beneficial.
This is similar to the problem
students have with math. They fail to master the thinking needed to
comprehend simple problems, and then they are taught matrix algebra in
algebra II among other advanced topics. Needless to say they find it
confusing, and matrix algebra does not address the lower level problems.
Now there are many teachers who will not acknowledge this problem.
.... Eventially the paradigm is changed, not by converting the old, but
rather by converting the young. .... Do we have to wait for a full
generation to have major improvement in physics teaching?