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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
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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
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Hoffman, 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
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Gonzalez, 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
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Blakeslee, 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
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Craig, 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
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de 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