Teaching Physics by Modeling
Abstract
The teaching of the basis of physics varies widely between
engineering and physics departments. Whereas students of physics
focus on the principles of physics, i.e., on the basic phenomena
that govern our physical universe, students of engineering
sciences emphasize the interactions between components of
physical systems. Thus, whereas the education of physicists is
phenomenological in nature, that of engineering students is
primarily systemic. Engineering students learn to think in terms
of systems and their interactions. Both viewpoints have their
pros and cons. Both are useful, but both deprive their learners
of important facets. Whereas physicists often are poorly trained
in understanding complex system behavior, engineers often treat
the underlying principles like black boxes. As they don’t fully
comprehend the underlying physical principles, they sometimes
overlook inherent limitations of the formulae that they apply
to their system designs.
In this presentation, we attempt to bring together the best of
both worlds: Understanding is modeling, and modeling is
understanding. We shall demonstrate how physics can be taught by
modeling, and how this approach helps to deepen the understanding
of the underlying physical principles while also supporting
systemic thinking.
Numerous examples shall demonstrate how black-box thinking may
lead to misconceptions, and how sound physical modeling based on
bond graphs can help unveil and correct these misconceptions.
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Last modified: October 15, 2013 -- © François Cellier