Part 1 of the series looked at teaching speed and velocity. Part 2 considers the teaching of acceleration in physics. Teachers may find it okay to hurry through the concepts of speed and velocity because they are intuitive. But teachers cannot hurry through acceleration quite so quickly because it is not intuitive. Whereas velocity is a rate of…

Some introductory physics courses begin where student interest is thought to be highest--in waves, sound, and light--before speed, velocity, and acceleration. For students with math difficulties, this order makes sense. But most physics courses, including the author's own, begin with a study of motion. Why? Mostly due to tradition, he admits. When…

When teaching how "tension" and "compression" relate to geometrical structures such as bridges, arches, and domes, The author shows a picture of the Notre Dame Cathedral in Paris, completed in the 14th century, and presents a lesson on using the curve called a catenary to explain how he teaches about tension and compression…

An economy that grows is good. Growth in income is certainly good. In general, growth is seen as a good thing. A global pandemic challenges this notion. Let's be careful of what we wish for- especially if growth is "exponential." This article describes exponential growth and doubling time, and shows how these concepts can be related to…

Examples of equilibrium are evident everywhere and the equilibrium rule provides a reasoned way to view all things, whether in static (balancing rocks, steel beams in building construction) or dynamic (airplanes, bowling balls) equilibrium. Interestingly, the equilibrium rule applies not just to objects at rest but whenever any object or system of…

Discussed is the teaching of physics with an emphasis on the learning of concepts before problem solving. Examples of this approach are provided. (CW)

Some teachers have difficulty understanding Bernoulli's principle particularly when the principle is applied to the aerodynamic lift. Some teachers favor using Newton's laws instead of Bernoulli's principle to explain the physics behind lift. Some also consider Bernoulli's principle too difficult to explain to students and avoid teaching it…

Introduces conceptual physics, which does not have the computational roadblock typical to most physics courses and appeals to both science and non-science students. First published in 1990. (YDS)