Ever tried. Ever failed. No matter. Try again. Fail again. Fail better. – Samuel Beckett

I am leading two workshops this summer. Both workshops are on teaching graphical solutions in physics. Why are graphical solutions so great in physics classes? Graphical solutions put sense-making at the center of problem solving. They work for all levels of students. They make more challenging problems accessible to students with less math confidence/experience and they … Continue reading

I’m so excited that I get to share this news. I’ve been working with a few of the people I met at AAPT in MN on a new, experimental addition to the summer meeting. We’ve been talking about how to make AAPT national meetings more useful, attractive, and worthwhile for high school physics teachers. Workshops are … Continue reading

I gave a workshop with Mike Pustie in NYC in June and with Casey Rutherford in Minneapolis in July on using a graphical approach to solve kinematics and force problems. I wrote a bit about the content involved in my preview post, and I wanted to follow that up here by making the slides and … Continue reading

NOTE: This post was from 2014. This workshop already happened. Keep reading if you want to know a bit more about graphical solutions in physics. Graphical Solutions for Forces and Kinematics On the Sunday of the AAPT summer meeting (July 27th), Casey Rutherford and I are offering a free, unofficial1 workshop on using velocity graphs and … Continue reading

So you’re thinking in terms of physical models now instead of in terms of chapters, units, or equations. Now what? Is there a high-level ordering of these ideas? How are they connected? Are there common themes? One activity that I’ve done to help students build higher-level organization into their thinking is concept maps (which I … Continue reading

During our PLC chat this week, we talked at one point about how long it takes for students to become completely consistent in drawing motion graphs. My experience has been that students become confident relatively quickly in drawing the velocity-vs-time graphs (having switched their brain into thinking through v-t graphs), but still sometimes struggle to draw … Continue reading

The day-to-day work in my class happens in at tables in an “individually together” manner that I described in the Whiteboarding Mistake Game: A Guide post. Quick summary of “individually together”: Students work at tables on problems in their packets. They mostly work on their own, take a moment to consult and debate with the … Continue reading

Here’s a binder. And the handshake. [As they walk in, I’m handing out their binders (with materials, labeled dividers, spare graph paper, their names on the sides) and shaking their hands as we make the transaction. I’ve seen some discussion in various places online about the appropriateness of shaking students’ hands on the first day of school. … Continue reading

In the middle of our Balanced Forces unit, we do a couple of experiments to come up with equations for some of the types of forces we’ve been talking about while drawing qualitative free body diagrams. We tend to do them at the same time and to post-lab them together. I covered the gravitational force last … Continue reading

In the middle of our Balanced Forces unit, we do a couple of experiments to come up with equations for some of the types of forces we’ve been talking about while drawing qualitative free body diagrams. We tend to do them at the same time and to post-lab them together. I’ll split them over two … Continue reading