Some weeks ago I was reading Greg Jacobs’s post about how to get students to care about their answers. He suggested using vouchers for things like food in the school canteen: something almost worthless but which, funnily enough, students really cared about. I had myself thought many times that, if I could get students to bet […]
Using OO diagrams for Lenz’s law
Lately I’ve been flirting with the modeling approach to physics and it has done some wonderful things for my lessons. Last week I decided to teach induction this in mind: I got my students to try out moving a magnet through coils with different turns and record their results. This is what they tried out: Change […]
Teaching the electric field and potential
A month ago or so I took to the net to ask for help modeling the electric field and potential. Many people came to the rescue. I’d like to especially thank Frank Noschesche (@fnoschese) and Dany Doucette (@danny_doucette) for their help and to apologise for the late reply: I got commissioned a new book that I […]
5 reasons your school should teach coding
Should schools teach coding? Ours does. A year ago our school decided to revamp its IT program. We decided that Microsoft Office belonged in the classroom, in context, and not as a disjointed activity. We renamed IT lessons “Computer Science” and we put a syllabus together. We decided to teach coding. These were our reasons for doing […]
Modelling the Doppler Effect
I have recently started reading about modelling instruction and have decided to incorporate it into my teaching as much as I can. Today I tried using this approach to teach the Doppler Effect and my students said they preferred it to the old way. Before continuing, be aware that I am a complete novice at this: […]
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