Posts Tagged ‘science

17
Nov

teacher vs. parent

No, this is not about a fight between a parent and a teacher. Maybe I need to think about that as a fundraiser for Physics and Astronomy Club. This is just a little reflection on the day.

Today I have been working as both teacher and parent. Instead of working on schoolwork, both for the classes I am teaching and for the classes I am taking, I have been working as a parent. Studying grades, visiting with students, i.e. having discussions about make-up work and test re-takes, you know all of the stuff that makes being a parent fun.

I must admit, sometimes it can be a sticky situation, since my children tell me one thing and then a colleagues tell me other things, meaning the stories don’t always agree. Its difficult. In many ways I love having my kids here at school with me; I wouldn’t want to change it. Then, in other ways, such as the one discussed here, it would be so much easier if they were simply a teacher at another district school.

Its really much easier to treat it like a normal parent would by just emailing the teacher. I could easily talk to them at lunch, but why ruin lunch with talk of business? There’s enough of that going on at lunch anyway.

I’ll just keep trying to be a teacher/parent and make the best of it. After all, what more can anyone ask? Its all I ask of my own kids and my own students.

Thanks for reading.

13
Nov

everyone loves a tesla coil

Wired.com posted a great video with Dr. Megavolt. Dr. Richards, as his alter-ego is known, lives a normal life as a particle physicist working on the AMANDA telescope, which interacts with neutrinos instead of visible light. In the video, Dr. Megavolt performs a some cool demos with his metal suit and Tesla Coil, reminiscent of Nikola Tesla’s shows, way back in the day. It’s a spectacular show and I believe I need to find out when he plans to come to the Science Museum of Oklahoma. I’m sure this type of demo leave a lasting impression on the viewer, especially when you consider that Tesla did his demos without a metal suit. No wonder people thought he was crazy and we now realize he was a genius. Probably mentally ill in some capacity, as well.

Check out the video and then go get out your Tesla Coil and light up some light bulbs or something! I can’t wait to get mine out in class. The students never forget it.

07
Nov

What’s the point, Mr. Bowie?

This was the question posed to me this week when we were discussion particle physics and the Large Hadron Collider in our classroom by an exceptionally bright student. She followed it up with “This just seems like an enormous waste of money.”  I surely see her point. When you have friends at school who come from homes were there’s not enough to eat or when they can’t (or won’t) keep the electric bill paid.

I imagine its also due (at least in part) to the idea students have that “everything that can be known, is”.  As a student in high school, a person who has a constant inflow of information everyday, its easy to think the world is pretty well all figured out. I would say this is not the case, nor will it ever be. That doesn’t mean we shouldn’t stop questioning.  In fact, even if we, as scientists, think the world is all figured out, it would be a huge mistake to stop asking questions. According to Humphrey Davy: “Nothing is so dangerous to the progress of the human mind than to assume that our views of science are ultimate, that there are no mysteries in nature, that our triumphs are complete and that there are no new worlds to conquer.” It is worth mentioning that Davy was the mentor of Michael Faraday, who produced the theory that electrical force and the magnetic force are the same thing. This was the first Unified Theory of Physics, which laid the groundwork for all other unification theories in Physics. So in essence, we can thank Davy for everything we know about Physics, for without his encouragement of Faraday, we might not understand physics much better than we did back in the 1800’s.

I think Albert Einstein said it best: “The important thing is not to stop questioning”.  That is the point! That is why we do research. All of the technology we gain from particle physics research is just a bonus. The reason to do the research is for the knowledge gained.

Thanks for reading.

06
Nov

For the Love of Science!

Caution: this may be the most random, crazy post so far. Continue at your own risk. Don’t say I didn’t warn you.

Do you know anything about quantum mechanics? Well, that’s good, because I don’t really either. I once heard a quote by Richard Feynman: “If you think you understand quantum mechanics, you don’t understand quantum mechanics” (insert dramatic pause for effect, followed by laughter).  Actually, I know some of the basics of quantum mechanics, but being able to recite something, is a far cry from actually understanding it.

In quantum mechanics, there is an interpretation of the mathematical formulas, which seems to indicate that the observer of anything, affects the object. You can do a little research on Schrödinger’s cat to get a little better understanding. Basically, the way his thought experiment worked, the only way to observe whether the cat is alive or dead, would kill the cat. Now I’ve been thinking about this for a couple of years now and I am just beginning to be able to wrap my brain around it (albeit not very tightly). So if you don’t get it on the first go around, don’t sweat it. Keep thinking about it. If you don’t accept this basic tenet of quantum mechanics, stop reading now, because what follows is based on your acceptance of a theory which has some experimental evidence. To understand that evidence, you’ll need to have a basic understanding of Young’s double-slit experiment.

I know! What’s the point? Right? Actually, I do have one and it goes something like this: if observing the Universe changes the condition of the Universe, how in the world do we know the condition of anything? Most of this thought applies to quantum mechanics, but we could also apply it to, say, a classroom. How many teachers have asked a principal to come observe a particularly rowdy class, only to find when the principal enters the classroom, the students act in a completely different manner? Okay, I know its a stretch, but that’s why they are called analogies.

I’m asking these questions, not because I want you to do some thinking, although that is part of my purpose. I’m asking these questions because I really want to know some answers.  I’m not sure what the answer to the question is. The problem with even asking the questions is that humanity is intrinsically connected to the very thing which they are trying to understand. Its kind of like walking by a mirror and thinking, “That’s not really what I look like! Is it?” Based on Snell’s, you are seeing an exact representation of yourself being reflected back from the mirror. For many of us, we have picture in our heads of what we look like. This is our reality, but once we actually observe our reality, we change it. (I can almost hear the crickets from my vantage point.)

As usual, I always understand things better after I process them through writing. Even though I didn’t talk specifically about quantum entanglement, I think I understand it better than I used to.

Any thoughts? As always, thanks for reading.

04
Nov

In my classroom

Today we had a special speaker in our Pre-AP Physics class, Dr. Flera Rizatdinova (who is originally from Moscow and has a very strong Russian accent, which makes the talk much more interesting) from the Oklahoma State University Dept. of Physics. She is a scientist working on the ATLAS collaboration at the Large Hadron Collider. She shared some of the writing she has been doing for the DOE (which I mistakenly confused with the Dept. of Ed. initially) towards the end of her presentation. She was writing for them about the “benefits of particle physics research” which is a subject that arises frequently in my class. I hear something like “Mr. Bowie, isn’t this just an enormous waste of money?”

Dr. Rizatdinova talked extensively about what the questions the LHC is trying to answer (see previous post). This was the deepest part of the presentation and was probably a little above level of my students (but if I don’t set the bar high, they won’t achieve as much, right?).  At the end, she took some questions which was really good for the students. I’m glad they have some opportunities to interact with college professors/scientists.

There wasn’t really any ground-breaking material in her talk. I have been keeping up with the goings-on of the LHC recently and did some research over the summer with Dr. Rizatdinova, so much of this was a review for me. I’m not sure how the students will react to it, I’ll try to get some feedback tomorrow.  I was simply excited about having a real, live scientist in my classroom and wanted to share the experience!




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