We can ask general questions such as: “What data are in the question?” or more focused questions such as “Yes or no: are we told what the kinetic energy store is?” and follow up questions such as “What is the kinetic energy? What units do we use for that?” and so on. I find it useful to provide a framework for this such as: Students find it encouraging that on many mark schemes, the selection of the correct equation may gain a mark, even if no further steps are taken. Note that this is less cognitively demanding on the student’s working memory as they only have to recall the formula on its own they do not have to recall the formula triangle associated with it. This is an important step as once it is written down they no longer have to hold it in their working memory. Students have to recall the relevant equation as it is not given on the Data and Formula Sheet. Lets look at applying it for a typical higher level GCSE Physics calculation question FINE TUNE (this often, but not always, equates to rearranging the formula).recall that n and c are known values and that V is the unknown value and hold this information in working memory when applying the formula triangle to the problem.recall the layout of symbols within the formula triangle and either (a) write it down or (b) hold it in working memory.recall the relevant equation and what each symbol means and hold it in working memory.For example, if the concentration c is 0.5 mol dm -3 and the number of moles n required is 0.01 mol, then in order to calculate the volume V they need to: I believe the use of formula triangle also increases (rather than decreases) the cognitive load on students when carrying out calculations. Jenny Koenig, Why Are Formula Triangles Bad? I’m also concerned that if students can’t rearrange simple equations like the one above, they really can’t manage when equations become more complex. This means students don’t realise how important maths is for science. They are a trick that hides the maths: students don’t apply the skills they have previously learned. The candidate started off by drawing a triangle, then hesitated, eventually giving up in despair. Part of the answer required them to work out the volume required for a given amount and concentration. They are a cognitive dead end.ĭuring a university admissions interview for veterinary medicine, I asked a prospective student to explain how they would make up a solution for infusion into a dog. Minimises the cognitive load on students when approaching calculations.įormula triangles are bad news.(Update: you can also watch my talk at ChatPhysics Live 2021 here.) I mentioned it in a previous blog and was kind enough to give it a boost here, so I thought I’d explain the method in a separate blog post. (It is also useful for some Y12 Physics students.) The FIFA method is an AQA mark scheme-friendly* way of approaching GCSE Physics calculation questions. I just chose the letters ‘FIFA’ completely and utterly at random! Student: Did you know FIFA is also the name of a video game, Sir?
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