Hurricane and galaxy tidal effect are routine teaching topics in community college first year science courses, but there is a knowledge gap without a quantitative discussion of the physics of non-inertia frame. A survey of YouTube videos posted by Education Centers and professors showed that the hand-waving conceptual explanation is the most popular delivery pedagogy. We have eliminated the knowledge gap by developing a pedagogy of non-inertia reference frame effect for conceptual physics and introductory astronomy courses using knowledge transference from the contents in fluid mechanics. Science demands a conceptual foundation of reference frame if the extra math terms are not being treated as fudge factors. The reference frame effect must be introduced in early physics class Mechanics to prepare students for more subtle but important applications in Electromagnetism. An understanding of the reference frame effect is also needed for the presentation of the convective derivative, reference velocity in RANS fluid, etc. Nevertheless, the learning objective of programming skill in a computational project would not be affected by using either fudge factor effect or reference frame effect perspective. A method of using the result of a student computational project to assess the understanding of the reference frame effect versus fudge factor effect is proposed. The sustainability of the pedagogy with a discernment of the fudge factor effect (phenomenon-based pedagogy) versus reference frame effect (model-based pedagogy) in student computational projects in the post-COVID era is discussed. A Context-first pedagogy as a hybrid method is presented to facilitate the transfer of what faculty have learned in the research project delivery to become an assessment tool in the understanding of physics derivation in a classroom. Recommendations are presented. [For the full proceedings, see ED671809.]