Teaching Problem Solving

A Logical Problem Solving Strategy

Introduction experience. This enables you to decide what

At one level, problem solving is just that, information is important, what information can be
solving problems. Presented with a problem you ignored, and what additional information may be
try to solve it. If you have seen the problem before needed, even though it was not explicitly provided.
and you already know its solution, you can solve In this step drawing a useful picture of the problem
the problem by recall. Much of the time, however, situation is crucial to getting started correctly. A
you have never experienced this situation before (if picture is worth a thousand words (if it is the right
you had, you would not call it a problem). Solving picture).
real problems involves making a logical chain of In the second step, you must represent the
decisions which lead from an unclear situation to a problem in terms of formal concepts and
solution. Solving physics problems is not very principles, whether these are concepts of
different from solving any kind of problem. In your engineering design, concepts of medicine, or
professional life, you will encounter new and concepts of physics. These formal concepts and
complex problems (after all, if your employers principles use the accumulated knowledge of your
knew how to solve these problems, why would field and thus enable you to simplify a complex
they pay you?). The skillful problem solver is able problem to its essential parts. Frequently, your
to invent good solutions for these new problem field has developed a formalized way to diagram
situations. But how does the skillful problem solver the situation which helps show how the concepts
create a solution to a new problem? And how do are usually applied to a problem. Third, you must
you learn to be a more skillful problem solver? use your representation of the problem to plan a
solution. Planning results in an outline of the logical
A Logical Problem-Solving Strategy steps required to obtain a solution. In many cases
The problem-solving strategy presented here is the logical steps are conveniently expressed as
based on research done in a variety of disciplines mathematics. Fourth, you must determine a
such as physics, medical diagnosis, engineering, solution by actually executing the logical steps
project design and computer programming. There outlined in your plan. Finally, you must evaluate
are many similarities in the way experts in these how well the solution resolves the original problem.
disciples solve problems. The most important The general strategy can be summarized in
result is that experts follow a general strategy for terms of five steps.:
solving all complex problems. That is, experts (1) Comprehend the problem.
solve real problems in several steps. Getting (2) Represent the problem in formal terms.
started is the most difficult step. In the first and
(3) Plan a solution.
most important step, you must accurately visualize
(4) Execute the plan.
the situation, identify the actual problem, and
identify information relevant to the problem. At (5) Interpret and evaluate the solution.
first you must deal primarily with the qualitative The strategy begins with the qualitative aspects of a
aspects of the situation. You must interpret the problem and progresses toward the quantitative
problem in light of your own knowledge and aspects of a problem. Each step uses information

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Teaching Problem Solving

gathered in the previous step to translate the using a sketch. Write down a simple statement
problem into more quantitative terms and to clarify of what you want to find out. Write down the
the decisions which you must make. These steps physics ideas which might be useful in the
should make sense to you. You have probably problem and describe the approach you will
used a similar strategy, without thinking about it, use. When you finish this step, you should
when you have solved problems before. never have to refer to the problem statement
again.
The Importance of Writing
Solving a problem requires that you constantly 2. Describe the Physics: In this step you use
make decisions. This is very difficult to do if you your qualitative understanding of the problem to
must also remember many pieces of information prepare for a quantitative solution. First,
and the relationships between those pieces of simplify the problem situation by describing it
information. Soon you overload your brain which with a diagram in terms of simple physical
has only a small number of short term memory objects and essential physical quantities.
locations. You could forget important parts of the Restate what you want to find by naming
problem or the steps in a mathematical procedure. specific mathematical quantities. Using the
The chain of decisions you construct may even physics ideas assembled in step 1, write down
have logical flaws. Drawing pictures and diagrams equations which specify how these physical
and writing your procedures using words, symbols, quantities are related according to the principles
and mathematics makes the paper a part of your of physics or mathematics. The results of this
extended memory. Your brain is then free to deal step contains all of the relevant information so
with the decision-making process. The single you should not need to refer to step 1 again.
biggest mistake of novice problem solvers is not
writing down enough in a form which is organized 3. Plan the Solution: In this step you translate the
to be a useful aid to their memory. If you have had physics description into a set of equations
the experience of understanding how to solve a which represent the problem mathematically by
problem when someone shows you how but using the equations assembled in step 2. Each
“getting lost” when you try to do a similar problem equation should have a specific goal to find a
yourself, the effective use of writing could be your single unknown quantity in the problem. An
primary trouble. equation thus used may involve a new unknown
quantity which must be determined using
A Physics-Specific Strategy another equation. In other words, solving the
Each profession has its own specialized original problem usually involves creating and
knowledge and patterns of thought. The solving sub-problems. As you do the
knowledge and thought processes that you use in mathematical operations to isolate your
each of the steps will depend on the discipline in unknown quantities, you create an outline of
which you operate. Taking into account the how to arrive at a solution. You will find that
specific nature of physics, we choose to label and most of your effort will go into deciding how to
interpret the five steps of the general problem construct this logical chain of equations with
solving strategy as follows: less effort spent on mathematical operations.

1. Focus the Problem: In this step you develop a 4. Execute the Plan: In this step you actually
qualitative description of the problem. First, execute the solution you have planned. Plug in
visualize the events described in the problem all of the known quantities into the algebraic

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 Teaching Problem Solving

solution, which is the result of step 3, to construct it. On the left side of the page are brief
determine a numerical value for the desired descriptions of each step of the solution. We have
unknown quantity(ies). used a familiar situation so that you can concentrate
on understanding how the strategy is applied.
5. Evaluate the Answer: Finally, check your
work to see that it is properly stated, not
Problem Solving Strategy
unreasonable, and actually answers the
question asked. Problem Statement

Consider each step as a translation of the

previous step into a slightly different language. You
Focus the Problem
begin with the full complexity of real objects
interacting in the real world and through a series of
decisions arrive at a simple and precise
mathematical expression. Describe the Physics
The solution to the following problem illustrates
each step. On the right side of the page is the
actual solution, as you might Plan the Solution

Execute the Plan

Evaluate the Answer

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Teaching Problem Solving

Example: Just as you turn onto the main avenue from a side street with a stop sign, a city bus going 30
mph passes you in the adjacent lane. You want to get ahead of the bus before the next stoplight
which is two blocks away. Each block is 200 ft long and the side streets are 25 ft wide, while
the main avenue is 60 ft wide. If you increase your speed at a rate of 5 mph each second, will
you make it?

(1) Focus the Problem: In this step of the problem solving strategy construct your initial qualitative
understanding of the problem situation. Write down what you know, what you want to know, the physics
you will use, and the assumptions you will make. This understanding can be usefully expressed as follows:

Picture & Given Information:

What's happening? Visualize the problem

situation and make a sketch of the important vbus = 30 mph a bus = 0
objects and events. bus
vbus
car vcar
Decide which given information may be useful and
write it down on the sketch. vcar = 0 a car stop light
a car = 5 mph/ sec

200 ft 25 ft 200 ft

Question(s):

What is(are) the question(s)? Express it as some Find the distance the car travels to catch up
quantity to be found. to the bus. See if it is less than 425 feet.

Approach:

What approach shall I take? Outline the concepts Use the definition of average velocity for the
which can relate the given information to the bus since it travels at constant velocity.
question.
Use the relationship between acceleration
and position for the car since it travels at
constant acceleration.

Initial time is when the bus and the car are

first together. Final time is when the bus
and the car are next together.

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 Teaching Problem Solving

(2) Describe the Physics: In this step use your physics ideas to translate your initial understanding of the
problem into a diagram of the actual problem. This diagram contains only idealized physical objects and
representations of important physical quantities. Identify which of these physical quantities you need to find
to answer the question. Write down the relationships between the quantities which will help you determine
the unknowns. This information can be summarized with the following items:

Diagram & Define Quantities:

vb vb
For kinematics problems, use a motion diagram. bus
This diagram requires: vcf
* Coordinate axes. car vco = 0a
c ac
* Simplified representations (usually points) of +x
objects. x o , to xf , tf
* Indication of position, velocity and acceleration
of objects at important times.
Identify known and unknown quantities. xo = 0 x f =?
to= 0 t f =?
vco = 0 vcf =?
vb = 30 mph a c = 5 mph / sec

Target Quantity(ies):

Decide which of your unknowns you will need to x f =?

find in order answer the problem question.

Quantitative Relationships:

Decide which physics principles or other x f ! xo xf

mathematical relationships are applicable for the vb = = vb constant
t f ! to tf
situation diagrammed above.
1 2
(
x f = a c t f ! to
2
) + vco (t f ! to )+ xo
1 2
x f = ac t f
2
( ) a c constan t

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Teaching Problem Solving

(3) Plan the Solution: In this step translate your physics description of the problem into the particular
equations, which will help you solve the problem. Always begin with an equation from your quantitative
relationships containing the target quantity. If that equation contains additional unknowns, write down
another equation from your quantitative relationships containing one of those unknowns. Continue until you
have introduced a new equation for every unknown in your plan.

Construct Specific Equations:

Use your quantitative relationships to write unknowns

specific equations relating unknown quantities to Find xf xf
ones which are known.
1 2
x f = ac t f
2
( ) tf

Find tf

xf
vb =
tf

xf
tf =
vb

2
1 "$ x f %'
x f = ac
2 # vb &

2vb2
=x f
ac

Check Units:

2
Make sure the units on both sides of your ( mi *
equation are the same. ) hr +
OK
mi = mi
hr 2

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 Teaching Problem Solving

(4) Execute the Plan: In this step carry out the mathematics specified in your solution plan in order to
determine a numerical value for your target quantity(ies).

Calculate Target Quantity(ies):

Put numerical values of known quantities into the " mi % 2

equation for the target quantity. Convert units if # 30 hr &
necessary and calculate a value for the target xf =2
" 5 mi %
quantity. $ hr '
$ s '
# &

" mi
x f = 360# %& s
hr

" mi " hr % 1
x f = 360# %& s # = mi
hr 3600s & 10

Since 0.1 miles is 528 feet, which is more

than 425 feet, you do not make it.

(5) Evaluate the Answer: As a result of executing your plan, you have a numerical answer to the physics
problem. In this final step, check that your answer is properly stated, not unreasonable, and complete.

Is Answer Properly Stated?:

Check that your answer has the appropriate units Yes, miles are a correct unit for distance.
and sign.

Is Answer Unreasonable?:
Check that the magnitude of your answer is not The answer is only about 100 ft longer than
unexpectedly large or small. the 2 block distance which is not
unreasonable.

Is Answer Complete?:
Check that you have answered the original The care does not make it answers the
question. question

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Teaching Problem Solving

STEPS FOR SOLVING A PROBLEM

"What's going on?"

FOCUS on the PROBLEM

"What has this to

do with physics?"
DESCRIBE the PHYSICS

"Can we find a solution?"

PLAN the SOLUTION

"What's the answer?"

EXECUTE the PLAN

"Can this be true?"

EVALUATE the SOLUTION

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 Teaching Problem Solving

Focus the
Problem Statement
Problem
construct a mental image
of the sequence of events • What's going on?
described in the problem • What objects are involved?
statement • What are they doing?

sketch a picture which

represents this mental
• Are all the important objects shown?
image; include given
• Are the spatial relations between the
information
objects shown?
• Are the important times represented?
• Are the important motions represented?
• Are the important interactions
represented?
determine the question

• Does the question ask about a specific

measurable characteristic(s) about a
particular object(s)? If not, reformulate
select a qualitative approach it so it does.
which should lead to a
solution to the problem

• What is the system of interest?

• Which physics principles could be used
to solve the problem?
Describe the Physics • What information is really needed?
• Are there only certain time intervals
during which one approach is useful?
• Should we make any approximations?

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Teaching Problem Solving

Describe the
Physics
Focus the Problem
• What coordinate axes are useful? Which
direction should we call positive?
construct diagram(s) to
• Relative to the coordinate axes, where is (are)
show important space and the object(s) for each important time?
time relationships of each • Relative to the coordinate axes, what is (are)
object the velocity and acceleration for each object
at each important time?
• Are other diagrams necessary to represent the
interactions of each object or the time
make sure all symbols evolution of its state?
representing quantities
shown on diagram(s) • What quantities are needed to define the
are defined problem mathematically using the approach
chosen?
• Which symbols represent known quantities?
Which symbols represent unknown
quantities?
• Are all quantities having different values
labeled with unique symbols?
declare a target • Does the diagram(s) have all of the essential
quantity information from the sketch?

• Which of the unknowns defined on the

diagram(s) answers the question?
state quantitative
relationships from
general principles and
specific constraints • What equations represent the general
principles(s) specified in our approach and
relate the physics quantities defined in the
diagram?
Plan the • During what time intervals are those
relationships either true or useful?
Solution • Are there any equations that represent special
conditions that are true for some quantities in
this problem?

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 Teaching Problem Solving

Describe the Physics Plan the

Solution
choose one of the • Which quantitative relationship includes the
quantitative relationships target quantity?
which involves the target • For what object does that equation apply?
quantity • For what time interval does that equation
apply?

No
are there additional
unknowns
• Are there any unknowns in the equation other
than the target quantity?
Yes
• Are there any unknowns that cancel out in the
algebra?
choose a new equation from
your quantitative
relationships which involves • Which quantitative relationship includes the
the new unknown unknown quantity?
• For what object does that equation apply?
• For what time interval does that equation
apply?
solve the equation for • Is this equation different from those already
the desired unknown used in this problem?
and substitute into the
previous equation
• What unknown is the target of this specific
equation?
• Which previous equations have that
solve for the target unknown?
quantity and check the • Are there any quantities that cancel out in the
units of the result algebra?

• After all the substitution for unknowns, is the

Execute the Plan only unknown left the target quantity?
• Are the units the same on both sides of the
equation?

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Teaching Problem Solving

Execute
Plan the Solution
the Plan
put in the numerical value
and units for each quantity in
your equation for the target
quantity • Which values (numbers with units) from the
physics description should be put into the
equation for the target quantity?

Yes check that each additive

term of the solution has the
same type of units
• Do you need to convert units?
No

change additive terms to

same units by multiplying
the term to be changed by
1 expressed as a ratio of
units
• What ratio of units equals 1?

calculate the numerical value

of the target quantity by
combining the numbers with
arithmetic and the units with
algebra
• Use a calculator for the numbers and algebra
for the units.
convert units as necessary to
• Do any units cancel?
simplify the expression for the
target quantity in terms of an
understandable set of units
and answer the question

Evaluate the Solution • Do we need to convert any units?

• What is the most reasonable set of consistent
units for this problem?

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 Teaching Problem Solving

Evaluate the
Execute the Plan
Answer
• Do the units make sense?
check that answer • Do vector quantities have both magnitude and
is properly stated direction?
• If someone else read just your answer, would
they know what it meant?

check that answer • Does the answer fit with your mental picture
OK
is not of the situation?
• Is the answer the magnitude you would
unreasonable
expect in this situation?
• Do you have any knowledge of a similar
situation that you can compare with to see if
unreasonable the answer is reasonable?
• Can you change the situation (and thus your
equation for the target quantity) to describe a
simpler problem to which you know the
answer?
review problem solution
• Is your physics description complete?
• Are the definitions of your physics quantities
unique?
• Do the signs of your physics quantities agree
with your coordinate system?
• Can you justify all of the mathematical steps in
your solution plan?
determine if • Did you use units in a consistent manner in
answer is your execution?
complete • Is there a calculation mistake in the execution?

• Have you answered the question from the

Focus the Problem step?
A Good Solution • Could someone else read and follow the
solution plan?
• Are you sure you can justify each
mathematical step in the plan?

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