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user507
user507

I don't think this is a nationalistic difference (I'm in the US), but I also don't think your example is optimal. As an example where the correct technique is more well defined, let's say we have a physics problem like this:

A bug starts from rest and accelerates with constant acceleration for 0.53 s, traveling 1.37 m. Find the bug's acceleration.

I would consider it wrong wrong wrong to solve this by first writing down the equation $x=(1/2)at^2$, then plugging in numbers, then solving for $a$. As you say, a competent person will do the algebra first and then plug the numbers in at the last step. Below is a section from my syllabus for a physics course where I present this kind of thing, including this example.

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The unfortunate reality today is that many physics instructors use computerized grading of homework, and they implement this in such a way that they never actually see their students' written work. Therefore their students never get feedback on this kind of thing.

I don't think this is a nationalistic difference (I'm in the US), but I also don't think your example is optimal. As an example where the correct technique is more well defined, let's say we have a physics problem like this:

A bug starts from rest and accelerates with constant acceleration for 0.53 s, traveling 1.37 m. Find the bug's acceleration.

I would consider it wrong wrong wrong to solve this by first writing down the equation $x=(1/2)at^2$, then plugging in numbers, then solving for $a$. As you say, a competent person will do the algebra first and then plug the numbers in at the last step. Below is a section from my syllabus for a physics course where I present this kind of thing, including this example.

enter image description here

The unfortunate reality today is that many physics instructors use computerized grading of homework, and they implement this in such a way that they never actually see their students' written work. Therefore their students never get feedback on this kind of thing.

I don't think this is a nationalistic difference (I'm in the US), but I also don't think your example is optimal. As an example where the correct technique is more well defined, let's say we have a physics problem like this:

A bug starts from rest and accelerates with constant acceleration for 0.53 s, traveling 1.37 m. Find the bug's acceleration.

I would consider it wrong wrong wrong to solve this by first writing down the equation $x=(1/2)at^2$, then plugging in numbers, then solving for $a$. As you say, a competent person will do the algebra first and then plug the numbers in at the last step. Below is a section from my syllabus for a physics course where I present this kind of thing, including this example.

enter image description here

The unfortunate reality today is that many physics instructors use computerized grading of homework, and they implement this in such a way that they never actually see their students' written work. Therefore their students never get feedback on this kind of thing.

Source Link
user507
user507

I don't think this is a nationalistic difference (I'm in the US), but I also don't think your example is optimal. As an example where the correct technique is more well defined, let's say we have a physics problem like this:

A bug starts from rest and accelerates with constant acceleration for 0.53 s, traveling 1.37 m. Find the bug's acceleration.

I would consider it wrong wrong wrong to solve this by first writing down the equation $x=(1/2)at^2$, then plugging in numbers, then solving for $a$. As you say, a competent person will do the algebra first and then plug the numbers in at the last step. Below is a section from my syllabus for a physics course where I present this kind of thing, including this example.

enter image description here

The unfortunate reality today is that many physics instructors use computerized grading of homework, and they implement this in such a way that they never actually see their students' written work. Therefore their students never get feedback on this kind of thing.