Home > Iowa Academy of Science > Journals & Newsletters > Iowa Science Teachers Journal > Volume 37 > Number 3 (2010)
Document Type
Article
Abstract
Physics is often taught with an emphasis on mathematical relationships. Many teachers use equations to teach, assuming that the content will fall into place. In reality, all students benefit from concrete representations and familiar objects and properties before learning abstractions (Karplus, 1977). Since mathematics is inherently abstract it must be reserved until after students have a firm conceptual understanding. This article provides a concrete activity that encourages students to explore pulleys. This activity promotes National Science Education Content Standards A, B, E, and F. It also addresses Iowa Teaching Standards 1, 2, 3, 4, and 5.
Publication Date
Fall 2010
Journal Title
Iowa Science Teachers Journal
Volume
37
Issue
3
First Page
14
Last Page
17
Copyright
© Copyright 2010 by the Iowa Academy of Science
Language
en
File Format
application/pdf
Recommended Citation
Kohlhaas, Joe and Morales, Teresa
(2010)
"Pulling Students In: Creating Concrete Experiences through a Simple Pulley Device,"
Iowa Science Teachers Journal: Vol. 37:
No.
3, Article 5.
Available at:
https://scholarworks.uni.edu/istj/vol37/iss3/5