Some things I’d like to accomplish in the redesign:
- Get the camera lens parallel to the pencil, an angle that makes it easier to see the length changing.
- Convey to the student visually what John wrote in his tweet: that this pencil is about to get ground down to nothing.
- Postpone the pencil measurements until the second act. The moment where John measures the pencil is useful and necessary but the first act (the #anyqs) should focus exclusively on curiosity and context. The math introduces itself later in act two to help resolve that curiosity.
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