Experiment in Flipping Physics - Rationale

A video doesn't mind pausing
while you make sense of that last line of algebra...

Rationale:

Communicating a straightforward idea to a class of 25 students can be a complicated process. Some are attending to what you are saying; some are thinking about their calculus test in period 3. Some are at home, in bed, with the flu. Of the ones that are attending, some already know and understand what you are about to say, while others lack any prior learning in the subject area, and will require a good deal of repetition and time to fit the new concepts into their existing framework of prior knowledge. 

I know they can all "get it," but how do I get there without boring half the class, and stressing the other half out? How can I differentiate the "lecturing" part of learning, the communication of basic concepts, so that every student can get it at their own pace? 

Having seen the vast range of tutorial videos available online, and having made a few myself, I realised that this part of learning doesn't require, and possibly isn't even ideally suited to, the school classroom environment. I suspect that we do this kind of learning better without the social pressures of the classroom. We feel awkward asking the professor to wait, to repeat herself, to pause while we try to make sense of the algebra. We feel awkward asking a question in front of all those others, sitting around us, who look like they understand it. 

By removing this pressure - by delivering these lectures by video to students as homework - we might not only save time for learning activities that are more suited to the high school classroom, but also allow the students to attend in their own way, when they are ready to, and without the pressure of having to appear as smart as the "rest"...

That's the hypothesis. Let's carry out an experiment...