SOCS-I Arons 2.8-2.16

S, in reading these sections of Arons, it became clear to me that he finds it very important to go over the base meaning of things over and over again.  That is, as we have been doing in class quite regularly, he thinks we should not just come up with a operational definition of a concept and move on.  He thinks we should force the students to think through simple examples like, if a ball is going up at 30 m/s, how fast will it be going in one second, two, three, four... and so on.  I think I am going to incorporate more of this into my classroom, but I wonder if my students will become tired of that kind of interaction.  I feel like after the first response the rest can come quite easily even if there is not a clear understanding by everyone in the room.  Perhaps the time at the top will cause difficulty, but otherwise, I see my students being frustrated by the slower pace.  Of course, I also feel like I am falling into the typical trap of a physics teacher-  If we clearly stated what happens, they must understand it now.  So, I intend on trying this repetitive process next year to see what kind of response it garners, and what kind of effect on understanding it has for the group.