TEACHING SCHOOL LEVEL SCIENCE
One of my high school students whom I have been coaching in math and science, had this disease - yes, I call it a disease.
Any of the problems like a typical mechanics, projectile motion, application of Newtons second law, etc etc, she started with writing down some formula, the most probable one that could be applied. I told her, that she should first understand the 'situation' of the problem or the 'physics' the 'reality' of it, before coming to the math. First try and draw a diagram, showing the forces, etc (A more advanced school level or first year of college would have called it a 'free body diagram' but she had not yet been exposed to this term). Once you understand the situation, then the right formula to apply would come to you more easily, I said.
It is her reaction to my statement that showed me sometimes that a few teachers take a shortcut to 'problems solving' in physics, and start with their working out of problems in class, by saying "Now students - well let us see what formula we should apply here " right after reading the problem. Hence her initial approach; to these problems was that she should look for 'which formula' to apply instead of first trying to understand the scenario presented by the problem, in non-mathematical (or non algebraic) terms. I believe that I cured her of the disease.
Rule (or perhaps a fervent plea to them) for physics and science teachers in schools - Please do not as a routine start working out a problem of physics or science by saying "what formula should we apply here " Let the student start understanding the 'physical' situation of the problem before thinking about formulae, equations, or theories to apply.
One of my high school students whom I have been coaching in math and science, had this disease - yes, I call it a disease.
Any of the problems like a typical mechanics, projectile motion, application of Newtons second law, etc etc, she started with writing down some formula, the most probable one that could be applied. I told her, that she should first understand the 'situation' of the problem or the 'physics' the 'reality' of it, before coming to the math. First try and draw a diagram, showing the forces, etc (A more advanced school level or first year of college would have called it a 'free body diagram' but she had not yet been exposed to this term). Once you understand the situation, then the right formula to apply would come to you more easily, I said.
It is her reaction to my statement that showed me sometimes that a few teachers take a shortcut to 'problems solving' in physics, and start with their working out of problems in class, by saying "Now students - well let us see what formula we should apply here " right after reading the problem. Hence her initial approach; to these problems was that she should look for 'which formula' to apply instead of first trying to understand the scenario presented by the problem, in non-mathematical (or non algebraic) terms. I believe that I cured her of the disease.
Rule (or perhaps a fervent plea to them) for physics and science teachers in schools - Please do not as a routine start working out a problem of physics or science by saying "what formula should we apply here " Let the student start understanding the 'physical' situation of the problem before thinking about formulae, equations, or theories to apply.
