I’ve been producing a series of video story problems for a few weeks now, and up until recently I’ve been sticking mostly to math problems. I suppose it could be that there just happens to be a plethora of really awesome math problems that I encounter everyday, but more likely it’s that my brain can’t seem to shut off the spigot of curiosity every time I see a bunch of numbers. I’ve been reluctant to post science videos though, due to my conceptual nature of scientific understanding (graduated with a science minor for elementary education). The big bad secondary teachers give me dirty looks whenever I try to talk physics without the calculus or chat about chemistry and mention how I managed to destroy no fewer than 3 crucibles during a particularly potent lab activity.
Regardless of how secure I feel in my scientific understanding and knowledge, what’s really important as an educator is to be able to help facilitate honest discussion surrounding a difficult concept, and admit when you may or may not be wrong. The worst thing that could happen is some lost instructional time while you figure out what went wrong. I know that I could be vilified by many for saying such a thing, but highly intelligent engineers and scientists make mistakes all the time, all over the world, and it costs their employers a pretty penny (or bodily harm) to figure those problems and mistakes out.
What is it then, that I’m beating around the bush about? It’s my latest video story problem, involving friction and momentum, and I really think it needs a lot of work with the aid of some brains much bigger than mine (I’m putting out an SOS to @falconphysics). Give it a look, and please, tell me what’s wrong, and what’s right from a conceptual standpoint, because the numbers on this one aren’t so much important for the time being.
P.S. My daughter was really excited to help make this video!