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Let me reiterate what John D. said. Conservation of momentum is the
These are both great suggestions for a student in my science majors class,
but neither are going to work well with students from my gen-ed class. I
talked to Joe Bellina here at length about this, and we sort of came to the
conclusion that one pretty much has to take Newton's laws as axiomatic and
then look to their applications as 'proof'. Most of my attempts were trying
to use 2nd law ideas to try and get at the 3rd law, and that can't be done.
This student is bright and WILL accept that N3 is true but is trying to
understand HOW it could be true in a situation that she feels is
contradictory. She wants a mechanism like the lattice one above, but is
most likely not knowledgeable enough to accept that particular argument.