Re: [Phys-L] Conceptual Physics Course

[Bill Nettles <bnettles@uu.edu>]

> -----Original Message-----
> From: phys-l-bounces@mail.phys-l.org [mailto:phys-l-bounces@mail.phys-
> l.org] On Behalf Of John Clement
> Sent: Monday, May 14, 2012 3:57 PM
> To: Phys-L@Phys-L.org
> Subject: Re: [Phys-L] Conceptual Physics Course
[snip]
 
> So de-emphasizing algebra is not physics minus if you use graphical
> representations.  And don't forget that the conceptual students will NEVER
> use algebra after they leave school.  But they can use higher level thinking
> such as proportional reasoning.  Algebra courses have failed to teach them
> proportional reasoning.  
[Bill Nettles] I assume that you mean they will use proportional reasoning after they leave school.  I have found very few students who can do proportional reasoning when they arrive, and they are very resistive to using it to solve problems.  For example studying  Kepler's Laws, having them work examples using ratio & proportion in class, I ask them on a test to find the period of an asteroid orbiting the Sun at a distance of 3.5 AU.  They ask me what the mass of the Sun is. I tell them they don't need it. They stare at me like a calf looking at a new gate (that's a rural idiom for they have no idea).
> You have to start with where the students are, and not where you want
> them to be.  If you do the latter, they will memorize and never understand.

[Bill Nettles] Some of them have done so much algebra, they fail to see the ease of proportional thinking (even though that really IS algebra make easier.)