Re: 'plug & chug' problems

[Roger Haar <haar@PHYSICS.ARIZONA.EDU>]

Hi,
        I know this may sound strange, but I think one
big reason that students should take physics ( and
why many college degree programs require it) is so
that those students have at least some problem
solving and some operational algebra skills.  Do I
care if my doctor understands Maxwell's equations
or even Gauss's law?  NO.  Do I care if he can do
a proportionality to determine a dosage?  YES.

        It is not clear to me that our job in teaching
physics is to teach our beloved "PHYSICS" ( Bold
Script Italics, flash neon colors suppressed) .
Certainly, at the college level, we should look at
the consumers needs.  By consumers, I do not mean
just the students, but more importantly, the
programs, like that engineering, that require
physics, the industries that will employ the
students.  One important question is what real
world skills can teach, while also teaching our
beloved physics.  Very little of the physics that
we teach is actually needed in the real world.

        I was tempted to say that physics instruction
needs at some level to be utilitarian, unlike
philosophy instruction,  BUT in a well taught
philosophy class critical reading and thinking and
logic writing are taught.

Thanks
Roger Haar


**********************************************************
Rick Tarara wrote:
> While there is an almost universal distaste for 'plug & chug' problems the
> reality of the situation is more complex than a simple sneer conveys.
>
> 1)  We probably include problem solving in too many courses.  Most (non AP)
> high school courses would probably better serve the students with  'active

SNIP

> Rick
>
> *************************************************
> Richard W. Tarara
> Professor of Physics
> Saint Mary's College
> Notre Dame, IN 46556
> 219-284-4664
> rtarara@saintmarys.edu