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meganhg.bsky.social
Megan HG
@meganhg.bsky.social
790 followers 230 following 430 posts
she/her/hers. I'm here for the physics and math teaching conversation. #iTeachPhysics and #iTeachMath. Also interested in boarding school, independent schools, GSA, and FTC robotics.
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 3d
I don't have any on hand but like Marco I've googled "stroboscopic physics" when I needed them. Bryan, looks like Marco may have found an app that can make these images: bsky.app/profile/malm...
malmeida.bsky.social
Marco @malmeida.bsky.social · 5d
Oops!

jeroenvantilburg.nl/motionticker/
Motion Ticker
Tracking of moving objects in videos. Educational tool.
jeroenvantilburg.nl
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 5d
Oh interesting. I was trying to get the forces to balance. Would you draw the force diagram on the right?
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 5d
Agreed: So. many. subscripts.

That and a 2-column solution approach, like this: www.youtube.com/watch?v=96yI...
Projectile Launched at an Angle
YouTube video by Megan Hayes-Golding
www.youtube.com
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 5d
Yes! Overwrought is exactly what I've been feeling. Like, I just want stus to start by listing what the object is touching then ID relevant non-contact forces such as gravitation. Good luck!
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 6d
Here are two examples of the interaction diagram style: noschese180.wordpress.com/2014/10/21/d... and www.youtube.com/watch?v=R2Dj...
Day 32: Interaction Diagrams and Force Diagrams
College-Prep Physics: Now that we have gravitational forces, spring forces, and normal forces under our belts, we can analyse more complex situations. Today was a direct instruction lesson* on draw…
noschese180.wordpress.com
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 6d
#ITeachPhysics, do you use interaction diagrams (aka system schema) to help students identify interaction pairs? They've never sat well with me because students mistakenly try to apply directional meaning. I give you my modification: the Interaction List. How else are we formalizing ID'ing forces?
Table titled "Objects Interaction with Box A". First row says "Earth" and "F_g". Second row reads "Box B" and "F_N, F_A, and F_f". A drawing of a finger pushing Box B across a surface. Stacked atop box B is Box A. Beside the diagram is the label "constant velocity" pointing to the right. A force diagram for box A. Four forces point out from the box: F_N points up, F_g points down, F_A points right, and F_f points left. The vertical forces are balanced as are the horizontal forces.
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 8d
I'm interested!
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 13d
Let them experiment in groups for 15-20 min, then call them back to discuss what they noticed. When they disagree on observations, get differing teams to share how they did it.
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 13d
It’s near the beginning of this unit packet: docs.google.com/document/d/1...

FWIW the only reason I moved away from bowling balls is because my room is on the 2nd floor and downstairs neighbors didn’t ❤️ all the noise
Forces (Balanced Forces) Packet
Forces Model Forces Learning Objectives F.1 I can differentiate mass and weight as well as gravitational field strength and force due to gravity. F.2 I can select an appropriate system for analyzing...
docs.google.com
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 14d
Meter sticks
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 14d
Tangentially related, this might be of interest: kalamitykat.com/2017/07/31/m...
Math Teachers: Raid the Physics Supply Closet!
I gave this talk at Twitter Math Camp 2017 in Atlanta. Outline of this talk: OMG, data! (Materials that) Generate Linear Data Generate Quadratic Data Generate Radical Data Trig Ratios & Functio…
kalamitykat.com
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 14d
I love the BOOM! What's that in the car? Looks like a rubber duck?
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 14d
Aha! So glad that worked for you. 100% for us, at least :)
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · 14d
Doing the hover puck lab, I finally hit upon language that improves student outcomes, "as smoothly as possible." I still need to work on directions for making a sharp left turn because I want them to see that they need to hit at ~45° to the direction of travel.
#teach180 day 22 #iTeachPhysics
1. Maintain the hover puck at a constant velocity. 2. Speed up the hover puck *as smoothly as possible*. 3. Slow down a moving hover puck *as smoothly as possible*. 4. Move the hover puck from one line to another line and back *as smoothly as possible*, without overshooting either one. 5. With a moving hover puck, make a sharp left turn. A photo of the soccer hover puck. It's a toy that's about 8" in diameter and hovers just above the ground when the fan is switched on.
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · Sep 8
What symptoms did you see?
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · Sep 8
Holy cow, these are both some wild issues, thank you for pointing them out. Pretty soon, I think I’ll be running my class like it’s 2004 with the Sony with the floppy disc in it!
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · Sep 8
#ITeachPhysics Strict no phones policy makes video analysis tricky. Except, I have a dozen or more old Androids from FTC robotics I hope to repurpose.

Today, I got video off of one of those phones! This is great because my alternative was the inferior camera on a class set of iPads.
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · Sep 4
I love the overzealous description! Gets me sometimes, too. Great pamphlet 😀
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · Aug 30
Love for the 4-quadrant presentation as well as the incredibly clear example!
meganhg.bsky.social
Megan HG @meganhg.bsky.social · Aug 30
I remember in Atlanta after, displaced families were largely living in the refugee resettlement community called Clarkston where I taught. So many parallels between these American refugees and their international counterparts. Oh, and they kept asking admin for Mardi Gras to be a school holiday.
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · Aug 30
Day 3: Accel Algebra and Precalc is 2 courses in 1, meant to propel a select batch of juniors into calculus for senior year. We use cognitive science, explicit practice on study skills, and standards based grading to get them there. Stus take a quiz every. single. day, starting now. #teach180
Illustration of the Try 1 & 2 structure of this class.
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · Aug 30
Day 2: Physics 2 solved Ramp vs. Turntable as an introduction to circular motion. I wanted to see them working on a problem, reviewing their physics, and working with lab equipment. These observations help me set an initial level for this new course. #teach180
Screenshot from an assignment. Text reads "Catch the ball in the cup. The ball rolls down a ramp and the cup is rotating on a turntable." And is followed by a drawing of the ramp, turntable, and cup.
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · Aug 30
Aug 27 was year 22, day 1. Intro classes for Physics 1 (9th gr), Physics 2 (new course), and accelerated Precalc.

Physics 2 opened class by trying to time releasing a marble down a track to hit an X on a rotating disk. #teach180 #iTeachPhysics
Photo of a classroom with a teacher (me) watching a student release a marble down a ramp, toward a rotating disk. Three other students stand in the background.
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · Aug 27
Why do you think students don't see much explaining it differently in math(s) and physics?

My thinking:
* Teacher doesn't know the content well enough
* Teacher lacks the pedagogical skill
* Not enough time
* Student is mistaken (teacher *is* explaining differently)
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meganhg.bsky.social
Megan HG @meganhg.bsky.social · Aug 27
I can vouch for Marco's skill with physics diagrams!
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