day one - Conceptual Understanding It’s not just for...

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Unformatted text preview: Conceptual Understanding: It’s not just for breakfast anymore. Greg Francis Conceptual Astronomy and Physics Education Research (CAPER) Group Montana State University Bozeman, MT Multi-level marketing: Conceptual Physics 103 Trig-based Physics 205 - 206 Calc-based Physics 211 - 212 Physics for Poets Pre-meds Teachers Physics Majors Engineers A B C A D C Conditions: hand pushes the same, frictionless table Compare: the force that C exerts on B to the force that C exerts on D. A B C A D C Step 1: Net force on both systems the same, therefore second system has greater acceleration. Step 2: Net force on C is greater in second scenario. Hence, D pushes on C harder than B pushes on C. Step 3: By Newton’s 3rd law, the force of C on D is greater than the force of C on B. Why don’t they get it ? The Problem: “Wow, it’s amazing how you can do well in physics and not know what you are doing.” • Traditional instruction allows students to play passive role • Equations are introduced early in the typical presentation • Students tend to avoid analyzing situations qualitatively once equations are introduced Pretest:...
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This document was uploaded on 10/28/2011 for the course PHSX 500 at MSU Bozeman.

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day one - Conceptual Understanding It’s not just for...

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