Let them break the apparatus
Why my lab celebrates equipment destroyed in good faith, and what a broken galvanometer teaches that a working one can't.
Read note →16 years teaching Physics to Grades 9–12. My students don't memorise formulas — they derive them, break them on real apparatus, and rebuild them from the wreckage. Physics as the art of being precisely, productively wrong.
I left a research fellowship in condensed-matter physics because I noticed the best hours of my week were the ones spent explaining, not measuring. Sixteen years later I've taught every flavour of school physics — board, JEE, NEET, olympiad — and I still open every year the same way: by dropping two unequal masses and taking bets.
My lab has a wall of broken apparatus labelled 'honourable deaths' — every one broken by a student testing something worth testing. That wall has produced 312 JEE and NEET qualifiers, four national olympiad campers, and an average board score I'm quietly smug about. The rote-learners arrive terrified of physics; they leave arguing with textbooks.
If your school wants a physics department where the syllabus is the floor and not the ceiling — where students queue for lab period — I'm one demo class away. I bring my own Van de Graaff.
From chalk to cloud chamber — everything on this bench works.
Every physics formula is a compressed story about the world — and schools hand students the compression without the story. I run it backwards: drop the ball, swing the pendulum, blow the fuse — then derive the law from what we all just watched. A student who has seen momentum conserved on a lab bench never needs to memorise that it is.
Lead a five-teacher department. Rebuilt the lab around a 200-demo library, started the open-lab Saturday programme, and run the JEE/NEET physics stream — 312 qualifiers and counting, with a 94% board average alongside.
Grades 11–12 physics; built the rocketry club whose water rockets are still confiscated at inter-school events, and the 'honourable deaths' apparatus wall tradition.
Condensed-matter research; discovered the explaining was better than the measuring. Left with a Ph.D., a soldering habit, and no regrets.
Why my lab celebrates equipment destroyed in good faith, and what a broken galvanometer teaches that a working one can't.
Read note →One cheap notebook per student, one written guess before every demo. The single highest-leverage habit I teach.
Read note →Most 'hard' problems are comprehension failures. How I train question autopsy before problem solving.
Read note →My son now argues with me about why the fridge door resists opening after you close it. Dinner is a viva. We are thrilled and exhausted.
Advait's motherPARENT · GR 12Physics went from our weakest stream to the reason parents choose us at admissions. His open-lab Saturdays have a waiting list.
PrincipalNPS BENGALURUI cleared JEE Advanced because he made me autopsy every question I got wrong for two years. I hated it. It worked. Thank you, sir.
TanmayALUMNUS · IIT BOMBAY