As a part od every inquiry unit there have been mathematical standards. This keeps the rigor in the course. I am convinced that you can teach using inquiry and also have rigor. I am struggling with how to do this better. I had a student after that inquiry on heat, temperature and phase change send in this scribe post. Essentially she is asking why I teach it backwards, inquiry first then math. I actually brought this up in all my classes as both a new kind of scribe post (less words more thought) and just to ask the question, why do you think I would do this? Amber reflected on the original reflection. So did another student. Physics teaching, may be more than any other subject, is fraught with balance problems. It seems so hard to leave behind the "rigor" in exchange for the true rigor that is learning. This journey to energy in Nicaragua is making it even harder because both are required. There is no way of not having your math in order if you are going to make something. A number of students proven that just in making solutions to stay at one extreme temperature for a long time. On the other hand if all that is learned is memorized algorithms quickly forgot, what have I helped the student reveal about themselves to the world? Any insight would be appreciated.