I'd say that's true for all of physics. But the question is what your goal is for the course. If the course is, as Hlud says, the only physics course many of these students will ever take, does it really benefit the students to know how to calculate how long the ball will be in the air but not understand the nature of radioactivity? I'd say that having them understand radioactivity isn't the boogeyman it's often made out to be by anti-nuclear activists or the panacea pro-nuclear forces suggest it is is more relevant in today's world.In my experience the concepts are often understood better by the students who understand the mathematics.
How has this worked out for you? Do you find it helps keep the students more interested in the subject? I think many of us here enjoy messing around with the math and just learning physics for the sake of learning it, but most students don't. They need to see how it's really part of their culture and not something only for nerdy types.This is the first year I've tried this, but I have gone very deeply into history and the development of science with my students this year.