High School Physics/Physical intuition< High School Physics
Physical intuition is best defined as the prediction of movement in which we humans usually can predict from common experience. New methods to take away the common confusion that students are frustrated by is by taking this to mind:
"nature before math."
What this means is that students commonly are taught in the "cook book approach." The difference is that you will engage yourself in an immersive, interactive way which makes you think about the relationships of the derived laws.
Learning just basic physical intuition we can reasonably and logically conclude if the movement of the physical system seems to be right. By using a combination of physical laws, physical intuition, and diagrams, most if not all problems of classical physics can be solved. Another helpful skill is "physical perspectives" which can be used to analyze what the answer should look like.
We will employ the "more, less, and contrast" method to compare various situations.
In order to build up skills of such intuition, observe the following experiences.
Steps to developing excellent physical intuitionEdit
-Consults the equation and recognize the types of units involved in it. -From common experience, See what would typically occur.
Common experiences include: Geometry (the shape of things) Sports and forces (how things are related to sports)
-Connect the equation and common experience together to get a better understanding of the subject. -Contruct diagrams and "deconstruct" the aesthetic diagram into a physical diagram. -Make sense of the reasonableness of the numbers. -Make the final prediction of what will happen.
-Parabolic motion-the position of the ball. -Tennis: Spin, speed, angle-the motion of the ball -Vectors-the amount of force in certain direction to produce such motion -Vibration of sports instruments. -Football: the pass -Skating:Conservation of motion -Friction
-kinetic and potential energy. -Sugars,Carbohydrates, and Fats.
-the relationship of mass and speed/energy.
it is generally known that usually more massive things tend to accelerate slower. the example is the difference between driving a loaded car and an unloaded car.
-the difference between a loaded car and a unloaded car -drag forces: the relationship of volume and speed. -closed and open windows in a transportation vehicle -Positions in bicycle riding that promote better speed. -Carnot engines and general efficiency -elastic and inelastic collisions.