I Need Space — Retro Astronaut Cat Astronomy Tee —…
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I Need Space — The introvert's favorite physics pickup line. 🚀🐈
Whether you're talking about the cosmos or just need some personal space after a long day of teaching, this incredible retro 70s-style tee delivers the message perfectly. Featuring an astronaut cat chilling on a crescent moon while a UFO hovers nearby, it's the perfect blend of vintage aesthetics, astronomy humor, and relatable teacher energy.
Built for comfort:
- Comfort Colors 1717 garment-dyed heavyweight tee
- 100% ring-spun cotton with a broken-in softness
- Relaxed fit for stargazing or surviving staff meetings
- Garment-dyed for minimal shrinkage and lasting color
Great for: Physics teachers, astronomy enthusiasts, introverts, space nerds, cat lovers, or anyone who's ever needed a little more room in the universe.
As seen on @phantasticphysics TikTok and Instagram!
Phantastic Physics — Making physics ridiculously fun to teach and learn.
About the Design
This original Phantastic Physics design combines clever physics humor with eye-catching artwork. It's the kind of shirt that gets double-takes in the hallway and starts conversations in the teachers' lounge. Designed by a real physics teacher who knows exactly what makes the physics community laugh.
Makes a Great Gift
Looking for a unique gift for the physics teacher, science student, or STEM nerd in your life? This tee is perfect for teacher appreciation week, end-of-year gifts, birthdays, graduation, back to school, or just because. Pair it with a coffee mug and you've got a gift that's both thoughtful and hilarious.
Size Guide — Comfort Colors 1717 (Unisex Relaxed Fit)| Size | Width | Length |
|---|---|---|
| S | 18.25" | 26.62" |
| M | 20.25" | 28.00" |
| L | 22.00" | 29.37" |
| XL | 24.00" | 30.75" |
| 2XL | 26.00" | 31.62" |
| 3XL | 27.75" | 32.50" |
Pro Tip: Measure your favorite t-shirt at home and compare to find your perfect fit.
NGSS HS-PS2-2
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Assessment is limited to systems of two macroscopic bodies moving in one dimension.
NGSS HS-PS3-1
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. Emphasis is on explaining the meaning of mathematical expressions used in the model. Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.
NGSS HS-PS2-1
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds. Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.
NGSS HS-PS4-1
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the earth. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
NGSS HS-PS2-3
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute. Assessment is limited to qualitative evaluations and/or algebraic manipulations.
I Need Space — Retro Astronaut Cat Astronomy Tee —…
I Need Space — The introvert's favorite physics pickup line. 🚀🐈
Whether you're talking about the cosmos or just need some personal space after a long day of teaching, this incredible retro 70s-style tee delivers the message perfectly. Featuring an astronaut cat chilling on a crescent moon while a UFO hovers nearby, it's the perfect blend of vintage aesthetics, astronomy humor, and relatable teacher energy.
Built for comfort:
- Comfort Colors 1717 garment-dyed heavyweight tee
- 100% ring-spun cotton with a broken-in softness
- Relaxed fit for stargazing or surviving staff meetings
- Garment-dyed for minimal shrinkage and lasting color
Great for: Physics teachers, astronomy enthusiasts, introverts, space nerds, cat lovers, or anyone who's ever needed a little more room in the universe.
As seen on @phantasticphysics TikTok and Instagram!
Phantastic Physics — Making physics ridiculously fun to teach and learn.
About the Design
This original Phantastic Physics design combines clever physics humor with eye-catching artwork. It's the kind of shirt that gets double-takes in the hallway and starts conversations in the teachers' lounge. Designed by a real physics teacher who knows exactly what makes the physics community laugh.
Makes a Great Gift
Looking for a unique gift for the physics teacher, science student, or STEM nerd in your life? This tee is perfect for teacher appreciation week, end-of-year gifts, birthdays, graduation, back to school, or just because. Pair it with a coffee mug and you've got a gift that's both thoughtful and hilarious.
Size Guide — Comfort Colors 1717 (Unisex Relaxed Fit)| Size | Width | Length |
|---|---|---|
| S | 18.25" | 26.62" |
| M | 20.25" | 28.00" |
| L | 22.00" | 29.37" |
| XL | 24.00" | 30.75" |
| 2XL | 26.00" | 31.62" |
| 3XL | 27.75" | 32.50" |
Pro Tip: Measure your favorite t-shirt at home and compare to find your perfect fit.
NGSS HS-PS2-2
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Assessment is limited to systems of two macroscopic bodies moving in one dimension.
NGSS HS-PS3-1
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. Emphasis is on explaining the meaning of mathematical expressions used in the model. Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.
NGSS HS-PS2-1
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds. Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.
NGSS HS-PS4-1
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the earth. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
NGSS HS-PS2-3
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute. Assessment is limited to qualitative evaluations and/or algebraic manipulations.
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