Things People Learn Wrong in School?

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Discussion Overview

The discussion revolves around common misconceptions and inaccuracies in the teaching of physics and mathematics in schools. Participants share various examples of misunderstandings that they or their peers have encountered, highlighting issues in both foundational concepts and specific educational practices.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Exploratory

Main Points Raised

  • Some participants note that many students believe electrons orbit the nucleus like planets, which is a misconception.
  • Others discuss the confusion surrounding Dalton's Law, where students are taught that atoms cannot be divided, only to later learn about subatomic particles.
  • The idea that fundamental particles are spherical with a finite radius is mentioned as a prevalent misconception.
  • One participant raises concerns about the concept of relativistic mass, suggesting it leads to misunderstandings about particles potentially becoming black holes at high speeds.
  • There is a discussion about the interpretation of convergence in mathematics, where students mistakenly believe that a converging sequence actually becomes its limit.
  • Some participants express confusion regarding the rules of mathematical operations, such as BODMAS, and how they are taught.
  • Experiments in elementary science classes are critiqued, such as the explanation for why a solid cylinder rolls faster than a hollow one being attributed to weight rather than moment of inertia.
  • Misunderstandings about the speed of sound and its relation to lightning strikes are also highlighted.
  • Participants mention misconceptions about electricity, such as the speed of electron flow in circuits and the nature of magnets as energy sources.
  • Some participants reflect on contradictions in physics and applied mathematics curricula, particularly regarding friction and contact area.
  • There are claims about incorrect explanations for physical phenomena, such as the melting point of ice under pressure and the heating of gas in bicycle pumps.

Areas of Agreement / Disagreement

Participants generally agree that there are numerous misconceptions in physics and mathematics education, but multiple competing views and interpretations of these misconceptions remain unresolved.

Contextual Notes

Some claims rely on specific educational contexts and may not apply universally. There are also unresolved issues regarding the accuracy of certain explanations and the definitions used in different subjects.

  • #61
PeteyCoco said:
The Octet Rule! I would have had a much better time in school and intro chem if I understood that it was mainly to C N O and F. I'm sure my teachers mentioned it at some point, but I never listened in high school. Sometimes I feel like I wasn't old enough to appreciate what was being taught in high school!

That's how I see a lot of people as.. but you got to remember there are people out there who really want to learn!
 
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  • #62
In elementary school (when I was 8) I was taught that the surface tension of water was due to gravity: Our teacher put the end of a pencil into water and removed it very slowly until it was over the surface but the water was still sticky on it. She said that it's the same force that the Moon exerts on Earth and create tides. The worst thing is that I believed her.

I don't think someone had a similar experience but if you do, please post. :)
 
  • #63
0xDEADBEEF said:
same for singers breaking wine glasses (at least it doesn't work for non defective glasses)

I think that one was more often seen a century or more ago when the average glass was a lot less perfect and had stresses in it.

I only saw it once, sitting at a restaurant table this thick glass suddenly exploded and all that was left was a fine glass powder (except for the stalk I think).
 
  • #64
epenguin said:
I think that one was more often seen a century or more ago when the average glass was a lot less perfect and had stresses in it.

I only saw it once, sitting at a restaurant table this thick glass suddenly exploded and all that was left was a fine glass powder (except for the stalk I think).

Oh yes glass can do that.
 
Last edited by a moderator:
  • #65
I saw in an elementary physics book which was the book set for some students I briefly taught, about hydrostatic pressure, that deep sea fish had large mouths so as to equalise pressure outside and inside them and not be crushed.
 
  • #66
PeteyCoco said:
The Octet Rule! I would have had a much better time in school and intro chem if I understood that it was mainly to C N O and F. I'm sure my teachers mentioned it at some point, but I never listened in high school. Sometimes I feel like I wasn't old enough to appreciate what was being taught in high school!

Can you please elaborate?
 
  • #67
In about year 7, first year of secondary school in the United Kingdom, most of my friends, my history, drama and English teachers had all tried, rather painstakingly, to convince me that 0/0 is 0. I knew this was false, but I didn't really understand why. Most of the world population would agree with them sadly. I did not have the chance to ask my math teacher. Then again, this was year 7. I now know that 0/0 is much more complicated than that...

BiP
 
  • #68
fluidistic said:
In elementary school (when I was 8) I was taught that the surface tension of water was due to gravity: Our teacher put the end of a pencil into water and removed it very slowly until it was over the surface but the water was still sticky on it. She said that it's the same force that the Moon exerts on Earth and create tides. The worst thing is that I believed her.

I don't think someone had a similar experience but if you do, please post. :)

I have read the equivalent level of nonsense on some posts on PF in the past. When challenged, the posters have managed to get very stroppy, too!.
 
  • #69
Dang me if the very next post I read (not on this thread) wasn't the finest of example of that. Teachers don't have a monopoly.
 

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