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The integration of computation into the introductory calculus-based physics course can potentially provide significant support for the development of conceptual understanding. Computation can support three-dimensional visualizations of abstract quantities, offer opportunities to construct symbolic rather than numeric solutions to problems, and provide experience with the use of vectors as coordinate-free entities. Computation can also allow students to explore models in a way not possible using the analytical tools available to first-year students. We describe how we have incorporated computer programming into an introductory calculus-based course taken by science and engineering students.
Chabay et al. (Thu,) studied this question.
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