![]() ![]() However, a careful analysis shows that thinking in and speaking of energy forms is inappropriate and conceptually even misleading. It is customary to say that energy exists in different forms which are transformed or converted into one another during physical processes. An approach which can make an integrated experimental and modeling lab the center of the learning of phys-ics is outlined, and we discuss experience with teaching our courses to engineering and other non-science students. This second paper in a series of three describes the system dynamics methodology of modeling physical processes, in-troduces basic elements of physical dynamical models, and presents important examples of modeling in various fields of physics. It makes use of phenomenological primitives, and it deals with, and proposes a practical solution to, conceptual problems identified in standard courses over the last few decades. This unified approach to physical processes significantly revises the standard model of physics courses, adds an important methodological dimension not commonly used in physics instruction, and places physics beyond its own borders togeth-er with other sciences, engineering, and social studies. The funda-mental ideas of continuum physics can be cast in the form of a simple graphical image which is borrowed from the flow of water at the surface of the Earth, and which can easily be translated into system dynamics models of processes. In short, it provides an explicit general modeling strategy applicable to all fields of physics and even to fields outside of this science, allowing for student centered (learner directed) learning. An introductory college physics course has been designed, implemented, and taught for several years which combines the continuum physics paradigm with systems thinking and system dynamics tools for modeling and simulation of dynamical processes. ![]()
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