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Re: [Phys-l] Student engagement--GAIN



Eventually? I remember being in college freshman physics back in '61 and encountering velocity-time graphs for the very first time. About 15-20 minutes of straightforward thinking resulted in a sound understanding of the concept of acceleration (I am a pack-rat and still have my freshman homework). After that, the formulas provided a much simpler and quicker way of understanding the dynamics. If someone has to be taught how to think their way through position-time and velocity-time graphs they are wasting their time in a physics course.

Bob at PC

-----Original Message-----
From: phys-l-bounces@carnot.physics.buffalo.edu [mailto:phys-l-
bounces@carnot.physics.buffalo.edu] On Behalf Of chuck britton
Sent: Monday, December 07, 2009 3:48 PM
To: Forum for Physics Educators
Subject: Re: [Phys-l] Student engagement--GAIN


d,v,a,t equations are GARBAGE ! ! ! ! ! ! You might work up to them
eventually - but until the students have a THOROUGH understanding of
velocity time graphs. (and position time graphs too of course).
Sonic Ranger exercises are where it starts. Matching, predicting etc.