Scott Carr
@twotheta.bsky.social
Physics sure is cool. That's why I do it every day. And I have cats. And also a family.
AP at Coastal Carolina University
AP at Coastal Carolina University
This. I can relate to this.
I went to my parents house. For the first time in my life, I couldn't figure out how to do things on the TV. Not because I didn't know what buttons meant, but because buttons that SHOULD be on the remote just weren't there.
I went to my parents house. For the first time in my life, I couldn't figure out how to do things on the TV. Not because I didn't know what buttons meant, but because buttons that SHOULD be on the remote just weren't there.
February 6, 2025 at 12:39 AM
This. I can relate to this.
I went to my parents house. For the first time in my life, I couldn't figure out how to do things on the TV. Not because I didn't know what buttons meant, but because buttons that SHOULD be on the remote just weren't there.
I went to my parents house. For the first time in my life, I couldn't figure out how to do things on the TV. Not because I didn't know what buttons meant, but because buttons that SHOULD be on the remote just weren't there.
If it's not soluble then your problem's now wet.
February 5, 2025 at 7:20 PM
If it's not soluble then your problem's now wet.
I also got 1.91E12 kg.
February 5, 2025 at 5:55 PM
I also got 1.91E12 kg.
To me, the "physics" in the scenario is (are?)
1. An interaction caused it to slow.
2. Track energy through the interaction.
3. The detailed properties of the interacting objects affect pts 1 and 2.
The math is used to answer the question "how much?" for any of the 3 points.
1. An interaction caused it to slow.
2. Track energy through the interaction.
3. The detailed properties of the interacting objects affect pts 1 and 2.
The math is used to answer the question "how much?" for any of the 3 points.
February 4, 2025 at 8:39 PM
To me, the "physics" in the scenario is (are?)
1. An interaction caused it to slow.
2. Track energy through the interaction.
3. The detailed properties of the interacting objects affect pts 1 and 2.
The math is used to answer the question "how much?" for any of the 3 points.
1. An interaction caused it to slow.
2. Track energy through the interaction.
3. The detailed properties of the interacting objects affect pts 1 and 2.
The math is used to answer the question "how much?" for any of the 3 points.
Oh man, I want a Rubens tube so bad. It's always great when your physics demo looks like it would be at home at a heavy metal concert.
February 4, 2025 at 8:33 PM
Oh man, I want a Rubens tube so bad. It's always great when your physics demo looks like it would be at home at a heavy metal concert.
We got a wave table last year and it is SO FREAKING COOL. I spent the better part of a whole day giggling about interference.
February 4, 2025 at 6:35 PM
We got a wave table last year and it is SO FREAKING COOL. I spent the better part of a whole day giggling about interference.
Thanks for sharing!
February 4, 2025 at 6:31 PM
Thanks for sharing!
Do you have a template for their work which forces multiple representations for the problem or do you do it like a) draw motion diagram, b) find distance, c) draw a graph ?
February 4, 2025 at 4:27 PM
Do you have a template for their work which forces multiple representations for the problem or do you do it like a) draw motion diagram, b) find distance, c) draw a graph ?
Surely there are more things, but that's what I have off the top of my head.
I'd love to hear any thoughts on how people address these things! Maybe there are easier ways forward that I am just missing. Maybe my premise is wrong! I surely don't know how to do this job the *best* way.
I'd love to hear any thoughts on how people address these things! Maybe there are easier ways forward that I am just missing. Maybe my premise is wrong! I surely don't know how to do this job the *best* way.
February 4, 2025 at 4:07 PM
Surely there are more things, but that's what I have off the top of my head.
I'd love to hear any thoughts on how people address these things! Maybe there are easier ways forward that I am just missing. Maybe my premise is wrong! I surely don't know how to do this job the *best* way.
I'd love to hear any thoughts on how people address these things! Maybe there are easier ways forward that I am just missing. Maybe my premise is wrong! I surely don't know how to do this job the *best* way.
4. Graded items. Qualitative reasoning requires students to write lots and lots of words. This, too, is a skill in which students tend to be weak. Many are worse in their writing than they are in math. This makes assessing their understanding when it is filtered through their writing proficiency.
February 4, 2025 at 4:07 PM
4. Graded items. Qualitative reasoning requires students to write lots and lots of words. This, too, is a skill in which students tend to be weak. Many are worse in their writing than they are in math. This makes assessing their understanding when it is filtered through their writing proficiency.
3. Labs. Given the limited time, we had to choose between tutorials requiring observations and hard data collection + analysis. This was the biggest schism. Some said it was a huge disservice to our students to leave out graphical analysis which really only makes sense with the equations.
February 4, 2025 at 4:07 PM
3. Labs. Given the limited time, we had to choose between tutorials requiring observations and hard data collection + analysis. This was the biggest schism. Some said it was a huge disservice to our students to leave out graphical analysis which really only makes sense with the equations.
2. Teaching physics conceptually requires logical reasoning based on definitions and principles. This is also hard (arguably harder) for our students. We don't have much training in TEACHING this but I've taught math or math-like skills my whole life.
February 4, 2025 at 4:07 PM
2. Teaching physics conceptually requires logical reasoning based on definitions and principles. This is also hard (arguably harder) for our students. We don't have much training in TEACHING this but I've taught math or math-like skills my whole life.
1. We do worked out problems in small groups during class time. Their weakness in math is so glaring that it is hard to ignore. BUT it takes significant time to correct for students to improve.
February 4, 2025 at 4:07 PM
1. We do worked out problems in small groups during class time. Their weakness in math is so glaring that it is hard to ignore. BUT it takes significant time to correct for students to improve.
No fruit was born because it's a hard topic. We mostly agreed that the middle-of-the-road where we split time wouldn't help much. I don't remember much of the discussion, but here are some of the things I think make it hard to address.
February 4, 2025 at 4:07 PM
No fruit was born because it's a hard topic. We mostly agreed that the middle-of-the-road where we split time wouldn't help much. I don't remember much of the discussion, but here are some of the things I think make it hard to address.
I'm as surprised as you are that it came out so nicely.
I think about this issue a lot.
We had a great debate in our department many years ago about the degree of mathematical proficiency we ask of our non-majors. It didn't bear much fruit.
I think about this issue a lot.
We had a great debate in our department many years ago about the degree of mathematical proficiency we ask of our non-majors. It didn't bear much fruit.
February 4, 2025 at 3:07 PM
I'm as surprised as you are that it came out so nicely.
I think about this issue a lot.
We had a great debate in our department many years ago about the degree of mathematical proficiency we ask of our non-majors. It didn't bear much fruit.
I think about this issue a lot.
We had a great debate in our department many years ago about the degree of mathematical proficiency we ask of our non-majors. It didn't bear much fruit.
For people who will study a good amount of physics, the investment in the math will eventually pay off as it eventually becomes a natural language.
For those who only take a course or two, most don't get any return on the mathematical investment.
For those who only take a course or two, most don't get any return on the mathematical investment.
February 4, 2025 at 2:55 PM
For people who will study a good amount of physics, the investment in the math will eventually pay off as it eventually becomes a natural language.
For those who only take a course or two, most don't get any return on the mathematical investment.
For those who only take a course or two, most don't get any return on the mathematical investment.
I've always thought "toe"
January 30, 2025 at 12:42 AM
I've always thought "toe"
A two under for me today! I got it from the hint for the definition. I had to watch the explainer (thanks for pointing those out!) to understand the clue. I was otherwise completely lost.
January 29, 2025 at 5:56 PM
A two under for me today! I got it from the hint for the definition. I had to watch the explainer (thanks for pointing those out!) to understand the clue. I was otherwise completely lost.
As a kid I thought social norms were stupid. As an adult I see the norms are the the only thing keeping us on this side of Cthulhu.
January 29, 2025 at 12:45 PM
As a kid I thought social norms were stupid. As an adult I see the norms are the the only thing keeping us on this side of Cthulhu.