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Written by experienced teachers and educational researchers Phillip Adey and Michael Shayer, Really Raising Standards analyses attempts to teach children to think more effectively and efficiently. Their practical advice on how to improve children's performance by the application of the findings of the CASE research project will radically alter the approach of many professional teachers and student teachers as to the education of children in schools. An important contribution to the application of psychological theory in education.

Let's estimate he can push down with a force about a quarter of his weight. If he weighs 200 pounds, this would result in a force of 50 pounds, or 225 N. We also know that the force of friction (F) between his feet and the asphalt depends on the force with which he pushes down (N) and the "coefficient of kinetic friction"(μ) between the soles of his shoes, which we will assume are made of rubber, and the pavement. F = μN The μ between rubber and asphalt varies between 0.5 and 0.8. Let's assume a value of 0.7. Therefore, solving for stopping distance, we get: D = ½(2100kg)(18m/s)2/(0.7)(225N) = 2160 meters, or over 1.3 miles! The situation might be improved if he exerted his full 200 pounds, or 900 Newtons, of force against the ground. In that case: D = 1/2(2100kg)(18m/s)2/(0.7)(900N) = 540 meters (about a third of a mile) However, the amount of torque exerted on his ankles and knees might make that a problematic proposition.