Not quite what was looked for, but my answer / analysis of Not Far (one of the earliest problems in Mechanics):
This problem asks you to determine what distance has been traveled, based on pseudo-integrating a graph of speed vs. time. ! Notably, the graph appears to have three square units of area above the y-axis, and three square units of area below the y-axis. If these are each in fact identical squares, they would cancel out, and there would have been no net-distance traveled. ! ! The problem then asks “Look at this speed graph and tell how far away from the starting point this thing ended up.”, giving the options: ! a) It is impossible to tell because the graph has no numerical scale on it. ! b) It ended up at the starting point. ! c) It did not end up at the starting point but where it ended can’t be told. ! ! I pretty firmly believed (and still believe) that the answer here is a: Not only does the graph not not have a numerical scale on either axis, but there are no other indications either that these squares are equally sized. ! Still, I anticipated that the workbook might be trying to teach a different lesson: Not something like ‘without units, be careful of interpreting graphs’, but something more like ‘positive and negative distances can cancel out’. ! Accordingly, I didn’t put ~100% on a; instead I did a 90-8-2 split across these, getting it ‘wrong’ when the answer was deemed to be b. ! ! I notice that I’m pretty frustrated to have gotten this one ‘incorrect’, and that I was kind of muddling between two different levels of analysis: 1) what is my confidence in the correct answer to this problem, and 2) what is my confidence that the answer I deem correct is the same one that the author deems correct. I really did not want to have to be considering 2 that deeply when giving my probabilities, but I guess the cost of that will be getting a lower predictive score than otherwise. ! I also notice that I’m really searching out for someone/something to validate my experience of having been ‘robbed’ here. But from what I can tell, the Internet does not have much other discussion of this specific problem. I feel my trust kind of broken by this particular exercise, and I’m bummed to have encountered it so early on, but also feel like I’m kind of shouting out into the void by sharing this. (I am finding the exercises on the whole to be useful though and do not at all regret having gone through the ones so far.)
I just briefly skimmed your answer (trying not to actually engage with it enough to figure out the problem or your thought process), and then went and looked at the problem.
I got the answer B. The reason I went with B is that (especially contrasted with other illustrations in the book), the problem looks like it’s going out of it’s way to signal that the squares are regular enough that they are trying to convey “this is the same relative size.”
I think there’s not going to be an objective answer here – sometimes, graphs without units are complete bullshit, or on a logscale, or with counterintuitive units or whatever. Sometimes, they are basically what they appear-at-first-glance to be.
instead I did a 90-80-2 split across these, getting it ‘wrong’ when the answer was deemed to be b.
Does this mean you assignd ~49% on B? (not 100% sure how to parse this)
The way I approach Thinking Physics problems is
a) I do assume I am trying to guess what the author thought, which does sometimes mean psychologizing (this is sort of unfortunate but also not that different from most real world practical examples, where you often get a task that depends on what other people think-they-meant, and you have to do a mix of “what is the true underlying territory” and “am I interpreting the problem correct?”
b) whenever there are multiple things I’m uncertain of (“what does ‘pressure’ mean?”, “what does the author mean by ‘pressure’?) I try to split those out into multiple probabilities
Nod. I think I would basically argue that wasn’t really a reasonable probability to give the second option. (When I thought it was 90/80/2 I was like “okay well that’s close to 50⁄50 which feels like a reasonable guess for the authorial intent as well as, in practice, what you can derive from unlabeled graphs.”)
Not quite what was looked for, but my answer / analysis of Not Far (one of the earliest problems in Mechanics):
I just briefly skimmed your answer (trying not to actually engage with it enough to figure out the problem or your thought process), and then went and looked at the problem.
I got the answer B. The reason I went with B is that (especially contrasted with other illustrations in the book), the problem looks like it’s going out of it’s way to signal that the squares are regular enough that they are trying to convey “this is the same relative size.”
I think there’s not going to be an objective answer here – sometimes, graphs without units are complete bullshit, or on a logscale, or with counterintuitive units or whatever. Sometimes, they are basically what they appear-at-first-glance to be.
Does this mean you assignd ~49% on B? (not 100% sure how to parse this)
The way I approach Thinking Physics problems is
a) I do assume I am trying to guess what the author thought, which does sometimes mean psychologizing (this is sort of unfortunate but also not that different from most real world practical examples, where you often get a task that depends on what other people think-they-meant, and you have to do a mix of “what is the true underlying territory” and “am I interpreting the problem correct?”
b) whenever there are multiple things I’m uncertain of (“what does ‘pressure’ mean?”, “what does the author mean by ‘pressure’?) I try to split those out into multiple probabilities
Whoops, that was a typo—corrected the probability now in the thread, & thanks, that’s helpful
Nod. I think I would basically argue that wasn’t really a reasonable probability to give the second option. (When I thought it was 90/80/2 I was like “okay well that’s close to 50⁄50 which feels like a reasonable guess for the authorial intent as well as, in practice, what you can derive from unlabeled graphs.”)