step 2:
represent the problem
The next step along the path to problem solving is representing the problem. This stage is crucial to the problem solving process.
According to Dr. John Nietfeld, an Educational Psychology professor at North Carolina State University, "experts spend proportionately more time at this stage than novices" (2015).
Albert Einstein even has a quote that sums up this step (and the previous step) rather nicely.
According to Dr. John Nietfeld, an Educational Psychology professor at North Carolina State University, "experts spend proportionately more time at this stage than novices" (2015).
Albert Einstein even has a quote that sums up this step (and the previous step) rather nicely.
"If i had an hour to solve a problem, i'd spend 55 minutes thinking about the problem and 5 minutes thinking about solutions."
-Albert Einstein
Sounds like a pretty important step, huh? So, how do we exactly utilize this step?
This step is all about seeing the problem with the information you have been given. However, oftentimes a problem gives us too much information for just our brains to process at once. When we are consciously thinking, whether that is bringing back a memory of your physics professor teaching you an important concept or analyzing the problem you read, we use a part of our memory called the working memory. (This is also known as the short-term memory.) The working memory can only process a limited amount of information at a given time. With a complex problem or a problem with a lot of information, the working memory might not have the capability of handling such a high cognitive load. (Ormrod, 2014, p. 138).
How can we resolve this issue?
This is where representing the problem comes into play. If you use external representations, such as diagrams, pictures, and charts (or a physics favorite: the free body diagram), you can ease off the number of demands you pile on your working memory. This allows you to more effectively and efficiently solve a complex problem. (Nietfeld, 2015).
Dr. Simenek (2004) also continues his steps to solving a physics problem in a similar fashion.
This step is all about seeing the problem with the information you have been given. However, oftentimes a problem gives us too much information for just our brains to process at once. When we are consciously thinking, whether that is bringing back a memory of your physics professor teaching you an important concept or analyzing the problem you read, we use a part of our memory called the working memory. (This is also known as the short-term memory.) The working memory can only process a limited amount of information at a given time. With a complex problem or a problem with a lot of information, the working memory might not have the capability of handling such a high cognitive load. (Ormrod, 2014, p. 138).
How can we resolve this issue?
This is where representing the problem comes into play. If you use external representations, such as diagrams, pictures, and charts (or a physics favorite: the free body diagram), you can ease off the number of demands you pile on your working memory. This allows you to more effectively and efficiently solve a complex problem. (Nietfeld, 2015).
Dr. Simenek (2004) also continues his steps to solving a physics problem in a similar fashion.
3. List all given facts. Some important facts may not be explicitly stated, but are understood by the context of the problem. For example:
a) Mechanics problems often refer to situations at the surface of the earth, where g = 9.8 m/s^2,
approximately.
b) Air resistance and friction are usually neglected (treated as having a negligible effect) unless
the problem explicitly mentions them.
4. Draw a diagram to help you visualize the physical situation. Label it well, and insert any given values.
5. Decide what sort of answer is required. List and label (in the diagram) all relevant unknowns.
a) Mechanics problems often refer to situations at the surface of the earth, where g = 9.8 m/s^2,
approximately.
b) Air resistance and friction are usually neglected (treated as having a negligible effect) unless
the problem explicitly mentions them.
4. Draw a diagram to help you visualize the physical situation. Label it well, and insert any given values.
5. Decide what sort of answer is required. List and label (in the diagram) all relevant unknowns.
Basically, DRAW DRAW DRAW!
And labeling your drawing (whether it is a sketch, a diagram, ect.). Drawing alone can help you immensely visualize the problem and represent it in a more tangible way.
You don't have to worry if you are not the best artist in the world. You only need a basic sketch that you can use to see the problem on your paper. It can be as simple as drawing a rectangle for a car. As long as YOU understand it (and, perhaps, can also explain the image to anyone else you may be working with).
It is absolutely crucial to represent the problem in some way.
It is absolutely crucial to represent the problem in some way.
Let's apply what you have just learned to the problem.
Draw a free body diagram representing the problem. Add the appropriate labels and vectors. Make a list or a table of the information you have been given, such as t = 5.21 s. Add the unknowns, the pieces of information you need to know, to your list of information. For example, you can list the acceleration as a = ?. |
Note: Don't forget to label your UNITS! Units are extremely important when solving physics (and many engineering) problems and can affect your answer drastically if you mix any units up.