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.
Iowa Science Teachers Journal
© Copyright 2010 by the Iowa Academy of Science
Kohlhaas, Joe and Morales, Teresa
"Pulling Students In: Creating Concrete Experiences through a Simple Pulley Device,"
Iowa Science Teachers Journal: Vol. 37
, Article 5.
Available at: https://scholarworks.uni.edu/istj/vol37/iss3/5