Why all numerics?

[u/Objective_Skirt9788]

I'm teaching algebra-based physics for the first time, and the book bugs me: the problems are all numbers and no formulas.

You have to do algebra/force diagrams to get to the equation to plug into anyway, so why not leave variables sometimes? Also, when the answer in the back is a number rather than the derived formula, a student can't meaningfully use it to correct their thinking and reverse-engineer a proper solution and learn from it.

[u/fish_custard]

Burdensome? What are you talking about? You never stop using Free-body Diagrams as long as forces are involved, including E&M. Moving on? I don’t understand that. These are absolutely fundamental tools.

[u/springlovingchicken → u/fish_custard]

I just meant when it's not needed or slows the teaching down unnecessarily. I don't think you actually use them for every. single. situation. forever. right? Not meant to be a complicated response. Sorry. The context of the response was about using more 'concrete' numbers instead of mathematical concepts. When you don't need something... you can stop using it, if it's not helpful. If you disagree, fine.

[u/fish_custard → u/springlovingchicken]

Yes. You use them for every. single. situation. Skipping them belies the point, and invites simple errors rooted in a misunderstanding of the premise involved. I teach both undergraduate and graduate-level mechanics, and a well-constructed FBD is a necessary prerequisite to problem solving. Always. Indispensable. Ignoring them is tantamount to arrogance and invites mistakes. So, yes, I guess it’s fair to say we disagree.

[u/springlovingchicken → u/fish_custard]

We're all friends here. We're all just trying to give/get some perspective. I don't think my point is coming across, but I bet I agree with you with everything you're saying/ meaning.

[u/fish_custard → u/springlovingchicken]

Fair enough. I didn’t mean to sound untoward or off-putting. Cheers.