There are many issues with equation triangles.

In particular, they are a barrier to studying physics at a higher level.

Try re-arranging v^2-u^2=2as with a triangle, for example....

*But*, I have used them with two classes late in the GCSE course

THREAD /1

I'm about to share a video that I'm a bit nervous about. It's of some questionable pedagogy that I've previously used.

I've also not taught like this in over a year, so I'm rusty with my explanations.

/2

But, I have used this technique very effectively with what I'd describe as "nuture" groups. They'd have targets of a 3, for example.

Now there's a wider question about the appropriateness of a target grade of a 3, but I'm not talking about that now....

/3

Equation triangles are a tool. A tool I don't like to use very often but one that I've had success with when I've needed it.

If it works, then my *opinion* is that being pragmatic about this is fine. It's not the ideal route. But if it works, it works.

/4

I would not touch this method with a class hoping to study A level physics.

Anyway, I'm waffling to bury the video deeper in the thread.

/5

Here's the video. Be mean. Criticise it. Whatever.

It's worked for students in front of me, that's literally all that's important.

/6

And yes, I know that I made a mistake at the end saying "velocity equals 0.5 times m". I hated making this video (can you tell?) and don't want to do it again...

/END