Proportionality and quantitative relationships in physics

Abstract

Considers some aspects of quantitative relationships involved in learning physics. These are proportionality, various kinds of equality and the need for generality. The distinctions may seem to some extent artificial, for the physics curriculum is very much a seamless robe. However, some distinguishing is necessary if the physics curriculum is to be examined with regard to pupil outcomes. Knowledge relevant to proportionality and other aspects of quantitative relationships (which is often perhaps implicitly assumed) should be subsumed by the successful learning of physics: as such it need not feature in summative assessment and does not seem to do so in practice. If, however, some children fail to learn much physics theory, for whatever reason, they could be far more aware of the difficulties involved that are either their teachers or their more successful colleagues. It could be the case that some children become confused or demotivated by some of the various aspects of quantitative relationships and so remain confused or ignorant as regard the intended outcomes of the curriculum. The literature indicates that many children do indeed remain confused and/or ignorant (e.g. see Gilbert and Watts 1983).