In this article I suggest the use of problems that yield a solution that challenges students’ expectations or are worded in such a manner that students obtain a wrong solution by making some obvious mistakes. The counterintuitive result or the wrong result is supposed to point out the inadequate initial analysis and subsequent solving method. Some examples of these two kinds of problems are provided and discussed.
This content is only available via PDF.
© 1998 American Association of Physics Teachers.
1998
American Association of Physics Teachers
AAPT members receive access to The Physics Teacher and the American Journal of Physics as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.
