Sept 28 exit slip

In class, we discussed formatting and mainly delved into how our narrative in teaching shapes and forms preconceptions about math and physics. Our group discussed how we often talk about "the" answer in class or for problem sets, but usually, there are multiple ways to approach the same problem. Physics and math are not rigid and static; they possess a lot of dynamic structures within. In fact, there are even more ways of knowing.

I once heard in a class about a traditional story from indigenous people who correlated a certain tsunami to a big earthquake. The indigenous people predicted an earthquake even before the geologists did. I am by no means belittling geology here, but I believe there is immense value in acknowledging indigenous knowledge.

However, there is an opposing idea that, despite the high degree of freedom in physics, we are still confined when performing any physics calculations. A simple example is the constant we use, the speed of light, which is considered the fastest speed in the universe (a theory not yet refuted), approximately 300 million meters per second. Regardless of our actions, we are constrained to this framework.

These conflicting viewpoints can confuse many students and contribute to the struggle, leading them to believe that physics is only for the exceptionally intelligent. It appears there are numerous rules, and if one does not adhere to them, the calculations will be incorrect. Yet, we still teach students multiple ways to approach a problem. Consequently, students find themselves torn between a seemingly restrictive worldview and a realm filled with vast and open possibilities in calculations. While some may find this aspect exciting, others may feel overwhelmed.