🚀 go-pugleaf

 Last fall, in an introductory calculus-level physics class, I gave a
problem similar to one I'd given in the past, but not for a few years.
I defined a potential energy function U(r) = a/r^2 - b/r, where a and b
were positive.  The problem eventually asked for the force function
F(r), the equilibrium points, whether the equilibrium is table or not,
etc.  But the first part asked the students: "(1).  Make a rough
(qualitative sketch of what this function looks like."  Included was a
pair of axes labeled U(r) and r.  This type of question never gave
students much difficulty in the past.  I expected them to see that at
r=0 the U(r) approached positive infinity, and at infinity U(r)
approached zero from the negative side, with just a single minimum in
between.  To my amazement, the students complained bitterly about the
unfairness of this questions, saying, "You can't do this without a
graphing calculator."
  Of course, this was the first class I'd encountered that had used
graphing calculators in high school.  Now they are to be used in our
calculus courses here.
  I give written exams, no formula sheet, no calculators.  The questions
with numerical answers are to be estimated.  In class I don't use a
calculator either (I used to bring in a large solar scientific
calculator), but estimate numbers.  Of course, homework problems include
heavy use of calculators or computers.

 Laurent Hodges
 





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