Re: [Phys-l] Any teaching tips

[Scott Orshan <sdorshan@aol.com>]

Certain small mathematical difficulties can make it impossible to proceed.

Don't underestimate the simple confusion that results when students do 
not recognize '/', the fraction bar, the division symbol, and the word 
"per" as being equivalent notations for division. Not being able to do 
simple fraction math with both numbers and variables will be a stumbling 
point.

Because of our innate language ability to string symbols together to 
form words, a phrase like "meters per second" or an expression "m/s" 
might not be recognized as one quantity divided by another quantity. 
Students taking algebra may not have been exposed to expressions or 
equations with more than one unknown, or unknowns that are not 'x', 
'y'', 'a', 'b' or 'c'. Units look a lot like variables. Use colored 
pencils to distinguish numbers, variables, mathematical operators and 
units. Write the units equation separately, below the quantities equation.

How many of your students do not distinguish between "squared" and 
"times two"?

If the fractions and algebra basics aren't there, it will be hard to 
proceed with a math based class.

     Scott

On 1/27/2011 10:13 AM, phys-l-request@carnot.physics.buffalo.edu wrote:

> Date: Wed, 26 Jan 2011 19:05:51 -0800 (PST)
> From: Rman Towndog<reginaldquinn2@yahoo.com>
> Subject: [Phys-l] Any teaching tips
> To:phys-l@carnot.physics.buffalo.edu
> Message-ID:<749106.55998.qm@web120211.mail.ne1.yahoo.com>
> Content-Type: text/plain; charset=us-ascii

> I'm teaching Physics (Algebra Based), we are learning about kinematics in 1-D.
> I have students that have trouble listing knowns and unknowns.  I tried to get
> the students to learn the units (e.g. speed is m/s, etc), so they would know how
> to do this step, but it's been largely unsuccessful.  Any tips?