I design physics and math experiences that make abstract ideas concrete — through computation, visual modeling, and carefully scaffolded practice.
A sample of units and learning sequences I’ve designed. Each project is built to be teachable by others: clear objectives, reproducible workflows, and assessments aligned to what students actually do.
A multi-lesson interdisciplinary unit where students design mazes, model random walks, build probability trees and distributions, and compare and contrast human reasoning to a “very dumb bug.” Blends hands-on experimentation with accessible mathematical modeling.
A multi-lesson math–science unit where students explore how heat spreads through space using discrete models, simulations, and physical intuition. Builds from simple averaging rules to full numerical diffusion models, connecting computation, visualization, and real-world phenomena.
A modular sequence that lets schools choose their toolset: notebooks, spreadsheets, or both. Focuses on modeling ideas rather than specific syntax.
I’m a physicist and educator who likes to make complex ideas feel precise, honest, and teachable. My background spans secondary classrooms, university labs, and curriculum work that connects rigorous content with real constraints teachers face.
I’m especially interested in curriculum that develops computational thinking and data literacy without assuming advanced math. That means careful scaffolding, authentic tasks, and materials that are ready for teachers to pick up and use.
If you’d like to talk about curriculum projects, contract work, or collaboration, you can reach me directly. I’m especially interested in remote roles focused on STEM, computational thinking, and assessment design.