Pulling Students In: Creating Concrete Experiences through a Simple Pulley Device

Authors

Joe Kohlhaas, Iowa State University
Teresa Morales

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