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Peer reviewedSpurgin, C. B. – Physics Education, 1983
Compares various methods of defining derived quantities, arguing for a definitional formula using base or fundamental units in a word equation, or symbol-equations with the symbols explained. Suggests that fundamental units be defined operationally or left regarded as intuitive as in the case of length and time. (JM)
Descriptors: Concept Formation, Definitions, Equations (Mathematics), High Schools
