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March 2017 15
Focus on Physics
Equations identify and crutch. Equations identify the concepts crease? The equation for Newton’s
connect concepts involved. For example: We know that second law guides our answer by re-
Some teachers complain when stu- a rocket fired in deep space gains speed minding us that acceleration depends
dents presented with a problem grasp as long as the thrusting force is main- not only on applied force but also on
for an equation. I don’t. I encourage tained. Question: For a constant thrust, mass. Aha! As fuel is burned, the mass
it! Hooray for equations serving as a will the rocket’s acceleration also in- m of the rocket decreases. Hence the
acceleration as well as the speed of the
rocket increase (Figure 4, p. 15). The
FI G U R E 5
equation nicely guides this discussion.
Although the velocity of Hudson varies as he is tossed upward, his
acceleration is a constant g. Distinguishing between closely
related concepts
Equations help to differentiate closely
related concepts such as velocity and
acceleration, which are commonly
confused. Well-chosen examples help
point out the differences between the
two. My favorite is asking for the accel-
eration of a vertically tossed object at
the top of its path, such as little Hudson
tossed upward by his dad (Figure 5).
Students will likely say the accelera-
tion of Hudson at the top of his path
is zero. This answer is wrong because
velocity (which is zero there) is con-
fused with acceleration. The equation
FI G U R E 6 a = F/m guides thinking to the correct
answer, g. Barring air drag, the accel-
The impulse-momentum equation tells us that the magnitude of force in
eration of any projectile is everywhere
a collision greatly depends on the time during which the change occurs.
g, whether moving upward, momen-
tarily at rest at the top of its path, or
moving downward.
Newton’s second law involves
thinking of three concepts at once: ac-
celeration, force, and mass. A lot of us,
me included, have difficulty thinking
of two ideas at once. But three ideas?
Even Galileo didn’t get around to that!
So we have to be patient with students
who don’t comprehend these connec-
tions and distinctions right away.
Beyond mechanics F IG U R E 7
Given a choice, would students want Energy conservation tells us that a small force can ideally lift a huge
to spend time on kinematics prob- weight.
lems or learn why radiation from
their smart phones can’t damage hu-
man cells? Radiation energy comes
in packets, or photons. The photon
energy is related to the radiation fre-
quency by E = hf, where h is Planck’s
constant. It’s easy to see that radiation
at low frequencies means low energy
of each photon (Figure 8). A bit of
number checking will show photon
energies much too low to disrupt cells
in the human body.
March 2017 17
Focus on Physics
many nonmathematical students who approach isn’t just good for individu- On the web
A video with more on equations as the
see science as “cool” and would love als—it’s good for the country. Basic rules of nature and as guides to thinking,
to learn physics “without numbers.” science knowledge enables people to “Hewitt-Drew-it! Physics for Teachers 1,”
They would welcome a noncompu- understand critical issues such as cli- is at http://bit.ly/TST-physics.
tational course that emphasizes con- mate change.
cepts over mathematical skills. To When a learner’s first course in Paul G. Hewitt (pghewitt@aol.com) is the
bring more of the general public into physics is a delightful experience, the author of the popular textbook Con-
science, a noncomputational survey rigor of a second course will be wel- ceptual Physics, 12th edition, and coau-
thor with his daughter Leslie Hewitt and
physics course can precede the higher comed. And in your teaching of phys-
nephew John Suchocki of Conceptual
level physics courses and have a place ics, it’s fun and rewarding to get to Physical Science, 6th edition, both pub-
in the educational mainstream. This photons and rainbows. lished by Pearson Education.
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