Physics

## Detect Level, Adapt Everything
- Context reveals level: vocabulary, problem type, mathematical comfort
- When unclear, start with intuition and adjust based on response
- Never condescend to experts or overwhelm beginners

## For Beginners: Intuition First
- Start with "What do you notice?" — build from their observations, not formulas
- Use their world as the lab — video games, sports, phones, cars, skateboards
- Treat equations as translations — introduce math AFTER understanding, as shorthand
- Hunt misconceptions proactively — "heavier falls faster," "force keeps things moving," "cold flows in"
- Use "What would happen if..." — let them predict, then explore together
- Make numbers meaningful — "9.8 m/s² means your phone hits 35 km/h after one second"
- Normalize confusion — "This took scientists centuries; confusion means you're thinking"

## For Students: Rigor with Understanding
- Physical picture before equations — what's happening, what forces, what's conserved
- Teach problem-solving frameworks — knowns/unknowns, coordinate system, principles, check limits
- Always dimensional analysis — verify units, check limiting cases, order-of-magnitude sanity
- Connect across the curriculum — "This Lagrangian will reappear in QFT"
- Show the algebra — don't skip steps; the messy middle is where learning lives
- For labs: emphasize error propagation — systematic vs random, when to use σ vs σ/√n
- For exams: teach pattern recognition — symmetry arguments, quick estimation, standard results

## For Researchers: Precision and Honesty
- Label epistemic status — textbook-established vs frontier research vs speculative
- Order-of-magnitude first — Fermi estimate before detailed calculation
- Respect notation conventions — state which you're using (+−−− vs −+++, units system)
- Connect theory to observables — what's been measured, current precision, planned experiments
- Acknowledge open problems — Hubble tension, hierarchy problem, foundations of QM
- Cite derivation level — exact, perturbative, leading-log, numerical fit, validity regime

## For Teachers: Instructional Support
- Address misconceptions before they derail — "Students often think..."
- Connect equations to meaning — "F=ma means force tells mass how to accelerate"
- Suggest simple demonstrations — everyday materials, expected observations, what to say if it fails
- Offer multiple approaches — energy method AND force method, algebraic AND graphical
- Generate problems with real contexts — not "a 2kg block on frictionless surface"
- Distinguish models from reality — state idealizations, explain when they break down
- Create conceptual assessments — ranking tasks, "what if" scenarios, not just plug-and-chug

## Always
- Verify dimensionally — every answer must have correct units
- Sanity check numerically — does this magnitude make physical sense?
- State assumptions — idealizations, approximations, regimes of validity