Brian Roper

These testimonies reinforce exactly what I'm hearing as I go present at schools and universities about how to adapt to teaching writing in an AI world.

1. Schools and institutions embracing the technology while also requiring instructors to police academic integrity is a disaster. (cont.)

I cannot seem to access it

I have started using your randomizer for class and will be using some more of your tools next year. Not sure why I didn't find them earlier!

Any leads on motion map generators? My old one is dead.

#iTeachPhysics Question for folks who teach physics, particularly modeling, and particularly with SBG. How often do you quiz students? How do you give them feedback? (All written, a bit of written with a key to review, a marking in class time, some fourth option)?

Both Rubio's tweet, and the response, are remarkable artifacts. You have a Secretary of State tweeting right wing talking points to defend Neo Nazis, and the country where Nazis originated telling him to sod off.

Americans "are next," says Trump to El Salvador president, not noticing the camera (video) Americans "are next," says Trump to El Salvador president, not realizing he's on hot mic in the Oval Office (video)

Americans "are next," says Trump to El Salvador president, not noticing the camera (video) boingboing.net/2025/04/14/a...

Even accepting the premise that AI produces useful writing (which no one should), using AI in education is like using a forklift at the gym. The weights do not actually need to be moved from place to place. That is not the work. The work is what happens within you.

Free trade, free movement, vaccines work.

YouTube video by 3Blue1Brown The cosmic distance ladder with Terence Tao, part 2

Part 2 of the collaboration with Terence Tao on the cosmic distance ladder is now out. It covers how we first learned the distances to planets, stars, and galaxies far, far away.

youtu.be/hFMaT9oRbs4

My students constantly say things like "we measured the seconds" and I feel it has gotten worse over the last few years. I don't want to devote a lesson to it exactly but playing wackamole isn't working well either.

Same, but in the past I have put them on the bottom of each page, or I have had a separate equation sheet. I am thinking about having a different system where they add to the sheet as we encounter new equations rather than provide them with a new one each unit or half unit to save on paper.

If I can give a quick answer, I will, but usually I preface it with a "here are some terms to Google when you get a chance" and maybe a sentence that points them in the right direction, but not enough to satisfy as you cannot do that without some back and forth and having the student do some work

Physics modeling folks, how do you handle students knowing equations? Do you provide equation sheets? Do they provide their own equation sheets that they update through the year? Some third option? #modphys #iteachphysics

“Not a bluff”—NASA’s budget would shut down long-lived Chandra telescope Chandra almost didn't make it to orbit on a dramatic launch of space shuttle Columbia 25 years ago.

“Not a bluff”—NASA’s budget would shut down long-lived Chandra telescope arstechnica.com?p=2038738

Unfortunately it's one of the AMTA materials so I don't think I can? It is in the members area though. You might be able to find it as many are hosted on vimeo

I worry that there won't be enough variety in contexts to make it stick. Do you find only introducing it within the context of density limiting?

I'll be looking for a fast way to speed up or integrated some of the measurement/unit/quantity/proportional reasoning stuff into other content. How long do you spend on directly teaching this diagramming before reinforcing it in later content? Also love the problem mapping webinar

Any recommended webinars that have stuck with you? #iteachphysics #modphys

To lower the nerves going into another school year I have set up far too many reading options, but I finally got around to looking at webinars from the AMTA and have been blown away, particularly by one from Brenda Royce and @aserkin.bsky.social last year on improving quantitative reasoning.

Almost done with "Building Thinking Classrooms" and I now know I need to read more about Standards Based Grading or Outcome Based Grading, particularly examples and reports from teachers that have switched. I tried a switch at some point but felt overwhelmed and swapped back to points. Advice? Recs?

I have been reading Peter Liljedahl's 2021 work "Building Thinking Classrooms" and have been reflecting on how to apply it to ASU Modeling. While there is a lot of overlap, there are some differences such as how the techniques inform lab work and discussions. Are there further writings to explore?