cal in Physics

  • David A. Tawney
Chapter

Abstract

The extensive use of mathematics in some parts of physics at undergraduate level tends to obscure the underlying physical ideas from all but the more mathematically adept students. Mathematics is an essential part of physics and students need to learn to handle it. There are no short cuts and to develop a logical understanding of physics it is necessary to work through some parts of the theory step by step.

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References

  1. 1.
    An edited version of McKenzie, J., cal for Undergraduates—Physics by Pictures, Phys. Educ., 11, 475–478 (1976). The author, who is in the Department of Physics and Astronomy at University College, London, was Director of the cusc project; see Appendix 2. 7CrossRefGoogle Scholar
  2. 2.
    P2.1—PHASORS; P2.2—MULTIPHASORS; cusc; see Appendix 2.7Google Scholar
  3. 3.
    P1—SCHRÖDINGER BOUND STATE; cuss; see Appendix 2.7Google Scholar
  4. 4.
    P4—SCHRODINGER POSITIVE ENERGY; cuss; see Appendix 2.7Google Scholar
  5. 5.
    P12—STATISTI cal MECHANICS; cusc; see Appendix 2.7Google Scholar
  6. 6.
    P3—FREE FALL WITH AIR RESISTANCE; cuss; see Appendix 2.7Google Scholar
  7. 7.
    TRIPLOT 1.PH; CPL; see Appendix 2.3Google Scholar
  8. 8.
    INTERP; Chelsea Science Simulation Project, Arnold, London (1977)Google Scholar
  9. 9.
    An edited version of Hinton, T., cal in Physics—Other Approaches, Phys. Educ., 12, 83–87 (1977). The author, who is in the Department of Physics, University of Surrey, was an Assistant Director of the CPTL project; see Appendix 2. 3CrossRefGoogle Scholar
  10. 10.
    Peckham, H. D., Comput. and Educ., 1, 39–45 (1976)CrossRefGoogle Scholar

Copyright information

© Macmillan Publishers Limited 1979

Authors and Affiliations

  • David A. Tawney
    • 1
  1. 1.Centre for Applied Research in EducationUniversity of East AngliaUK

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