Whosoever seeks the truth will not proceed by studying the writings of his predecessors and by simply accepting his own good opinion of them. Whosoever studies works of science must, if he wants to find the truth, transform himself into a critic of everything he reads. He must examine tests and explanations with the greatest precision and question them from all angles and aspects.
I teach AP Physics 1 and AP Capstone Research at Korea International School where I have taught for the past seven years. Up until this year I also taught AP Physics 2. Before moving to Korea I lived in Bangkok for two years where I taught a collection of different science and math courses at a very small school.
I'm a musician: I've played lots of different instruments, but I'm most at home on guitar. Over the years I've explored a lot of different styles like classical, brazilian jazz, rock, and bluegrass to name a couple. Recently, I have dedicated my practice time to studying Gayageum (traditional Korean harp). When I was younger, I dedicated several years of my musical life to learning North Indian Classical music on sitar. I also love to read. Fiction, non-fiction--it really doesn't matter as long as it's interesting and I learn something. Whenever there's a long break from school, I travel with my family. There's nothing like putting yourself in a new, uncomfortable place to make you question your own assumptions about life.
I find immense value in discussion. Learning is a social endeavor, at least for most of us (we are social creatures after all). I know I never would have made it through college if it wasn't for a solid group of friends that I studied with. It is in conversation where reasoning and learning really happen. Alone, we operate almost solely on our intuitive assumptions. It's only when we must justify our ideas to others that we really begin to reason through them at all. This is why I make it a point to seek deep, challenging conversations with others.
In my time teaching AP Physics, I have shifted away from emphasizing content and computation in favor of more transferrable skills. This hasn't been hard because the AP Physics 1/2 curriculum clearly strives to incorporate science practices and general "thinking-like-a-physicist" skills more explicitly than AP Physics B and AP Physics C. Many physics teachers are on board with this philosophy, yet struggle to successfully implement it in their classrooms. My hope is that through this blog I can help other science teachers in developing their own courses to better incorporate these valuable life skills.
Korea International School
Science Team Lead
2019 - Current
AP Physics 1 and AP Physics 2
2014 - Current
2018 - Current
The American School of Bangkok
G9 General Science, Intro Physics, Intro Environmental Science, AP Environmental Science, Geometry, Algebra 1
2012 - 2014
Master of Arts in Teaching
San Antonio, Texas
Bachelor of Science in Physics
cum laude with Highest Honors in the Major
University of California Santa Cruz
Santa Cruz, CA