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The article, “Governmental policy is wrecking science,” makes some interesting points but is fundamentally in error, because government policy is only a small part of the problem. Government is depending on scientists and teachers to police students and each other regarding scientific and academic integrity. To a harmful extent, scientists and teachers are failing to effectively carry out this trust.

Reference https://www.physicsforums.com/insights/blaming-government-teacher-scientist-failures-integrity/

The article, “Governmental policy is wrecking science,” makes some interesting points but is fundamentally in error, because government policy is only a small part of the problem. Government is depending on scientists and teachers to police students and each other regarding scientific and academic integrity. To a harmful extent, scientists and teachers are failing to effectively carry out this trust.

Reference https://www.physicsforums.com/insights/blaming-government-teacher-scientist-failures-integrity/

The article, “Governmental policy is wrecking science,” makes some interesting points but is fundamentally in error, because government policy is only a small part of the problem. Government is depending on scientists and teachers to police students and each other regarding scientific and academic integrity. To a harmful extent, scientists and teachers are failing to effectively carry out this trust.

Although rolling wheels are everywhere, when most people are asked “what is the axis of rotation of a wheel that rolls without slipping?”, they will answer “the axle”. It is an intuitively obvious answer shared by 3/4 or more of the students in an introductory physics class. It is also the wrong answer. Here I describe an incremental teaching method that compels students to come face-to-face with their preconceptions concerning rolling motion. I then offer some speculation on how these preconceptions could have taken hold and suggest ways to assess how well this method works.

Although rolling wheels are everywhere, when most people are asked “what is the axis of rotation of a wheel that rolls without slipping?”, they will answer “the axle”. It is an intuitively obvious answer shared by 3/4 or more of the students in an introductory physics class. It is also the wrong answer. Here I describe an incremental teaching method that compels students to come face-to-face with their preconceptions concerning rolling motion. I then offer some speculation on how these preconceptions could have taken hold and suggest ways to assess how well this method works.

The article, “Governmental policy is wrecking science,” makes some interesting points but is fundamentally in error, because government policy is only a small part of the problem. Government is depending on scientists and teachers to police students and each other regarding scientific and academic integrity. To a harmful extent, scientists and teachers are failing to effectively carry out this trust.

The article, “Governmental policy is wrecking science,” makes some interesting points but is fundamentally in error, because government policy is only a small part of the problem. Government is depending on scientists and teachers to police students and each other regarding scientific and academic integrity. To a harmful extent, scientists and teachers are failing to effectively carry out this trust.

The article, “Governmental policy is wrecking science,” makes some interesting points but is fundamentally in error, because government policy is only a small part of the problem. Government is depending on scientists and teachers to police students and each other regarding scientific and academic integrity. To a harmful extent, scientists and teachers are failing to effectively carry out this trust.

The article, “Governmental policy is wrecking science,” makes some interesting points but is fundamentally in error, because government policy is only a small part of the problem. Government is depending on scientists and teachers to police students and each other regarding scientific and academic integrity. To a harmful extent, scientists and teachers are failing to effectively carry out this trust.

Reference https://www.physicsforums.com/insights/blaming-government-teacher-scientist-failures-integrity/

Although rolling wheels are everywhere, when most people are asked “what is the axis of rotation of a wheel that rolls without slipping?”, they will answer “the axle”. It is an intuitively obvious answer shared by 3/4 or more of the students in an introductory physics class. It is also the wrong answer. Here I describe an incremental teaching method that compels students to come face-to-face with their preconceptions concerning rolling motion. I then offer some speculation on how these preconceptions could have taken hold and suggest ways to assess how well this method works.