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This is a very bad attitude for a teacher. You should not teach anything that is really wrong. Of course, you have to make simplifications and omit topics that cannot be treated with the level of mathematics your students understand and can handle. It is very well justified to teach classical Newtonian mechanics and classical electromagnetics. The latter subject is already problematic, because in principle you need vector calculus for it, but at least in electrostatic you can get pretty far by starting from Coulomb's Law and describe the electrostatic forces etc.
What's really bad is if the teaching provides even a qualitatively wrong picture, e.g., by insisting on teaching Bohr's model of the atom (cementing the idea of electrons moving on orbits around the nucleus as if it were a tiny planetary system).
Concerning general relativity it's very hard to teach right without quite advanced math (tensor calculus on non-Euclidean manifolds). You can get some of the flavor by carefully (!) referring to the equivalence principle, but as this thread shows there's always the danger to overstate this qualitative picture.
Treating the propagation of light in GR space time as if it were light going through a dielectric medium is also dangerous, and I'd not refer to this. To understand the bending of light in a gravitational field (i.e., geometrically spoken wave propagation in curved space-time) you can refer to the geodesic motion of a massless particle, but it's in fact the solution of what's called the eikonal approximation of an electromagnetic wave in this curved space-time, it describes the change of the wave vector of a locally plane em. wave. It's the description of light in terms of geometric optics.
In this and related context one should not talk about "photons" as if they were point-like particles, although that's the picture you find very often even in university-level textbooks, but that's another sin of bad physics didactics, because it provides again an even qualitatively wrong picture about electromagnetic waves/light.
What's really bad is if the teaching provides even a qualitatively wrong picture, e.g., by insisting on teaching Bohr's model of the atom (cementing the idea of electrons moving on orbits around the nucleus as if it were a tiny planetary system).
Concerning general relativity it's very hard to teach right without quite advanced math (tensor calculus on non-Euclidean manifolds). You can get some of the flavor by carefully (!) referring to the equivalence principle, but as this thread shows there's always the danger to overstate this qualitative picture.
Treating the propagation of light in GR space time as if it were light going through a dielectric medium is also dangerous, and I'd not refer to this. To understand the bending of light in a gravitational field (i.e., geometrically spoken wave propagation in curved space-time) you can refer to the geodesic motion of a massless particle, but it's in fact the solution of what's called the eikonal approximation of an electromagnetic wave in this curved space-time, it describes the change of the wave vector of a locally plane em. wave. It's the description of light in terms of geometric optics.
In this and related context one should not talk about "photons" as if they were point-like particles, although that's the picture you find very often even in university-level textbooks, but that's another sin of bad physics didactics, because it provides again an even qualitatively wrong picture about electromagnetic waves/light.