Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 2 |
Descriptor
| Mathematical Models | 7 |
| Physics | 7 |
| Problem Solving | 7 |
| High Schools | 5 |
| Mathematical Formulas | 5 |
| Postsecondary Education | 5 |
| Science Education | 5 |
| Science Instruction | 5 |
| Motion | 4 |
| Algebra | 2 |
| Kinetics | 2 |
| More ▼ | |
Source
| Physics Teacher | 7 |
Author
| Blakeslee, Daryl | 1 |
| Craig, T. W. | 1 |
| Geske, Matthew | 1 |
| Gonzalez, Alejandro D. | 1 |
| Hoffman, Dale T. | 1 |
| Kiang, D. | 1 |
| Sokolowski, Andrzej | 1 |
| Walkiewicz, Thomas A. | 1 |
| de Villiers, Michael D. | 1 |
Publication Type
| Journal Articles | 7 |
| Guides - Classroom - Teacher | 5 |
| Computer Programs | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
Audience
| Teachers | 6 |
| Practitioners | 5 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Geske, Matthew – Physics Teacher, 2019
Many introductory physics courses begin with the teaching of motion and kinematics. This naturally leads to the use of constant acceleration equations to solve various problems involving common motions (free fall being a notable example). Students can sometimes get the impression that these equations are the only thing they need to remember in…
Descriptors: Physics, Science Instruction, Scientific Concepts, Introductory Courses
Sokolowski, Andrzej – Physics Teacher, 2019
Research identifies two domains by which mathematics allows learning physics concepts: a technical domain that includes algorithmic operations that lead to solving formulas for an unknown quantity and a structural domain that allows for applying mathematical knowledge for structuring physical phenomena. While the technical domain requires…
Descriptors: Physics, Science Instruction, Mathematics Skills, Scientific Concepts
Peer reviewedHoffman, Dale T. – Physics Teacher, 1991
Discusses a misconception about the cycloid that asserts the final point on the path of shortest time in the "Brachistochrone" problem is at the lowest point on the cycloid. Uses a BASIC program for Newton's method to determine the correct least-time cycloid. (MDH)
Descriptors: High Schools, Mathematical Formulas, Mathematical Models, Misconceptions
Peer reviewedGonzalez, Alejandro D. – Physics Teacher, 1991
Uses the problem of determining when a car and truck traveling at the same speed will collide after the truck has applied its brakes to illustrate the need to consider boundary conditions when solving problems in elementary mechanics. (MDH)
Descriptors: Acceleration (Physics), High Schools, Kinetics, Mathematical Applications
Peer reviewedBlakeslee, Daryl; Walkiewicz, Thomas A. – Physics Teacher, 1991
Presents a motion problem that students in a college physics class are asked to solve and later asked to continue to analyze until they have stopped learning from the problem or the problem itself is finished. (MDH)
Descriptors: Divergent Thinking, High Schools, Learning Processes, Mathematical Applications
Peer reviewedCraig, T. W.; Kiang, D. – Physics Teacher, 1991
Presents a problem to determine conditions under which two identical masses, constrained to move along two perpendicular wires, would collide when positioned on the wires and released with no initial velocity. Offers a solution that utilizes the position of the center of mass and a computer simulation of the phenomenon. (MDH)
Descriptors: Computer Simulation, Enrichment Activities, Force, Geometry
Peer reviewedde Villiers, Michael D. – Physics Teacher, 1991
Presents a simple mathematical model in which resultant speed is the sum or difference between wind speed and runner speed and a more complex model that assumes that only a proportion of the wind's speed affects one's running speed to describe the time difference between running with and without wind. (MDH)
Descriptors: Algebra, High Schools, Integrated Activities, Interdisciplinary Approach

Direct link
