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How People Learn

How People Learn. Conclusion 1: Henri Poincaré. “We must, for example, use language, and our language is necessarily steeped in preconceived ideas. Only they are unconscious preconceived ideas, which are a thousand times the most dangerous of all.”.

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How People Learn

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  1. How People Learn

  2. Conclusion 1:Henri Poincaré “We must, for example, use language, and our language is necessarily steeped in preconceived ideas. Only they are unconscious preconceived ideas, which are a thousand times the most dangerous of all.”

  3. “Birds,” said the frog mysteriously. “Birds!” And he told the fish about the birds, who had wings, and two legs, and many many colors.

  4. “Cows,” said the frog. “Cows! They have four legs, horns, eat grass and carry pink bags of milk.”

  5. “And people,” said the frog. “Men, women, children!” And he talked and talked until it was dark in the pond.

  6. Conclusion 2: Expert vs. Novice Learners Conclusion 3: Metacognition or reflection

  7. Ch1-1 Physics and the Laws of Nature

  8. How Physics Works Model / Theory Observation / Experiment

  9. Ch1-2 Units of Length Mass and TimeStandards

  10. Ch1-2 Standards of Length Mass and Time Standards M A Force acts on a mass resulting in motion. L,T

  11. Ch1-2 Standards of Length Mass and Time Typical Lengths

  12. Scales

  13. Ch1-2 Standards of Length Mass and Time Typical Masses

  14. Ch1-2 Standards of Length Mass and Time Typical Times

  15. Ch1-2 Standards of Length Mass and Time Common Prefixes

  16. Concept Question 1.1 • (2.44 x 10-5) / (2 x 103) = • 2.44 x 10-8 • 2.44 x 10-2 • 1.22 x 10-8 • 1.22 x 102 • 1.22 x 108

  17. Ch1-2 Standards of Length Mass and Time Dimensions of Some Common Physical Quantities

  18. Ch1-3 Dimensional Analysis Concept Question 1.2 Given the following definitions with their dimensions: v = velocity (L/T) a = acceleration (L/T2) t = time (T) Which of the following equations could be correct as far as dimensions are concerned? • v = at2/2 • v = a/2t • v = at • v = a2t/2 • v = a/t2

  19. Ch1-3 Dimensional Analysis How does v depend on a and x? P1.5 (p. 14) Suppose v2 = 2axp What is p?

  20. Ch1-4 Significant Figures Concept Question 1.3 • Which statement is correct regarding significant figures? • 1.355 + 1.2 = 2.555 • 1.478 – 1.3 = 0.18 • 1.513 / 1.5 = 1.009 • 1.5 x 10-3 + 0.1 = 0.1015 • 0.1513 x 1.5 = 0.23

  21. Ch1-4 Significant Figures Do P1.12 (p. 14) P = 2l + 2 w

  22. Ch1-4 Significant Figures Round-off: If next digit is  5, then round up. Scientific Notation: Covered previously.

  23. Ch1-5 Conversion of Units Concept Question 1.4 • How many seconds in a 50 minute class period? • 1000 • 50 • 3 x 10-3 • 4500 • 3 x 103

  24. Ch1-5 Conversion of Units Do P1.24 (p. 15)

  25. Ch1-6 Order-of-Magnitude Calculations CT1.5 A. 500 B. 5,000 C. 50,000 D. 500,000

  26. Shea Stadium holds about 55,000.

  27. Who is in 0.1 s of Donovan? A. 2,3,4,5 B. 2,3,4 C. 2,3 D. 2 4 3 5 1 2 CT1.6 Donovan Bailey – Canada – 1996 Olympics

  28. Donavan is roughly 2 meters tall and that gives the scale. Since they covered 100 m in 10 seconds, each meter takes about 0.1 seconds. The answer is c because they are within roughly 1 meter (half Donovan’s height).

  29. Estimate how many barbers in Chicago?

  30. I started by assuming a typical person gets a haircut every two months. Next I assumed that a barber could give about 4 haircuts/hr or 20/day or 100/week or 400/month or 800/every two months. I rounded this off to about 500/every two months since there may be times when the barber doesn't have customers. So a barber could take care of about 500 customers and then they would all come back again. There are about 3 million people in Chicago proper and 8 million in the metropolitan area so I picked an average of 5 million to represent Chicago. That means about 5x106 / 500 or 104 or 10,000 barbers. This is just an estimate and may be off by a factor of 10 either way given all the questionable assumptions!

  31. A Google search listed 1711 barbers around Chicago.

  32. Ch1-7 Scalars and Vectors • A scalar is a pure number. What are some examples? • A vector has magnitude (value) and direction. What are some examples? • The magnitude of a vector could be considered a scalar.

  33. Ch1-8 Problem Solving • Read the problem carefully. • Sketch the system. • Visualize the physical process. • Strategize. • Identify appropriate equations. • Solve the equations. • Check your answer. • Explore limits and special cases.

  34. Ch1-8 Problem Solving Do P1.39 (p. 16) N = number of beats B = beats/second T = time

  35. Mechanics Study of forces and energy and motion. • Force is an agent of change. • Energy is a measure of change.

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