A broad look at the energy curriculum - Revision history

Shawn: post-talk tense changes

2011-09-29T18:50:19Z

post-talk tense changes

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	I ~~will present~~ an invited talk to the AAPT conference, August 1, 2011, 2:00PM - 2:30PM (part of a larger panel). I ~~will argue~~ that it is too simplistic to present physics as merely the 'fundamental' concepts to be learned before learning about energy technology; that there are many approaches to energy education.		I presented an invited talk to the AAPT conference, August 1, 2011, 2:00PM - 2:30PM (part of a larger panel). I argued that it is too simplistic to present physics as merely the 'fundamental' concepts to be learned before learning about energy technology; that there are many approaches to energy education.
	;Title:A Broad Look at the Energy Curriculum		;Title:A Broad Look at the Energy Curriculum
	;Description:Having consulted a broad sweep of educators teaching about energy for several years for EnergyTeachers.org, Mr. Reeves will comment on the integration of energy curriculum into the physics curriculum as well as the possibility of energy becoming its own field to rival the importance of physics. Learning new and even traditional energy concepts presents a challenge in the world of standardized or traditional curriculum, especially concerning sequence and rigor. Textbooks, professional development, lesson plans, field experiences, workforce training, and academic pathways need to be developed further. The content and structure of EnergyTeachers.org represents the wide range of answers to such challenges for K-16 and informal educators, but there is much work to be done. What role will physics educators have in this work?		;Description:Having consulted a broad sweep of educators teaching about energy for several years for EnergyTeachers.org, Mr. Reeves will comment on the integration of energy curriculum into the physics curriculum as well as the possibility of energy becoming its own field to rival the importance of physics. Learning new and even traditional energy concepts presents a challenge in the world of standardized or traditional curriculum, especially concerning sequence and rigor. Textbooks, professional development, lesson plans, field experiences, workforce training, and academic pathways need to be developed further. The content and structure of EnergyTeachers.org represents the wide range of answers to such challenges for K-16 and informal educators, but there is much work to be done. What role will physics educators have in this work?
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	Some ideas in this class of inventions actually make business sense and serve excellent purposes. Rentricity, for example, uses water turbines to reduce pressure where a pressure reduction valve did before, for the water utility, and the electricity can be grid-connected or power water monitoring equipment. http://www.rentricity.com/		Some ideas in this class of inventions actually make business sense and serve excellent purposes. Rentricity, for example, uses water turbines to reduce pressure where a pressure reduction valve did before, for the water utility, and the electricity can be grid-connected or power water monitoring equipment. http://www.rentricity.com/


			[[Category:PhD]][[Category:Teaching]]

Shawn: /* Physicism */

2011-09-29T18:40:31Z

Physicism

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	What if physics did have a more unified, socially explicit message? It's hard for me to picture what that might be, but to students of a certain age, it might be something about energy. Just as an environmental science teacher would discuss the benefits of recycling paper, even have students spend a period making recycled paper, a physics teacher might discuss the benefits of extra insulation in a home, even have students spend a period insulating a wall in the classroom. Discussions and activities like this exist in some physics classrooms, the seeds of physicism.		What if physics did have a more unified, socially explicit message? It's hard for me to picture what that might be, but to students of a certain age, it might be something about energy. Just as an environmental science teacher would discuss the benefits of recycling paper, even have students spend a period making recycled paper, a physics teacher might discuss the benefits of extra insulation in a home, even have students spend a period insulating a wall in the classroom. Discussions and activities like this exist in some physics classrooms, the seeds of physicism.

			Please see [[Physicism]] for a continuing discussion.

	====Energy in research and energy in education====		====Energy in research and energy in education====

Shawn: /* Energy in physics education */

2011-07-31T16:51:55Z

Energy in physics education

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	===Energy in physics education===		===Energy in physics education===
			====Diverse energy courses and texts====
			;Taught by physics teachers to non-majors.
			:For example, UNL's (Roger Fuller et al.) Energy in Perspective, 1975 to 1997.
	;[[My Father's Watch]]:Energy has been a theme for physics texts and courses for non-scientists. Many have attributed this association to the public interest in energy crises.		;[[My Father's Watch]]:Energy has been a theme for physics texts and courses for non-scientists. Many have attributed this association to the public interest in energy crises.
	:It is interesting to compare a physics book with a concentration on energy, with an energy book with a smattering of physics. The former, if written to satisfy my pedagogical needs like My Father's Watch is, teaches the reader something about the philosophy of physics, for example the lessons of the quest to unify the forces in the 19th century.		:It is interesting to compare a physics book with a concentration on energy, with an energy book with a smattering of physics. The former, if written to satisfy my pedagogical needs like My Father's Watch is, teaches the reader something about the philosophy of physics, for example the lessons of the quest to unify the forces in the 19th century.
			;Taught by physics teachers for majors
			:This is very rare. It was tried for a few years in the aughties by Michigan State U.
	;Preparation for energy careers		;Preparation for energy careers
	:How much responsibility do physics educators and their courses bear for the career outcomes of students seeking or ending up working in the energy sector? Consider the scope of industries and commerce involved in energy production and use: Building, maintenance, research, policy, transportation, military logistics, electronics, measuring...How well are current courses preparing students? What is the path to becoming the engineer who improves automobile efficiency? Is that engineer merely knowledgeable of the phenomena of rolling resistance, combustion timing, catalytic conversion, and weight reduction, or does she also need to know something about complex systems and trade-offs? How much does she have to understand about anthropogenic climate change to be sufficiently encouraged to help reduce fossil fuel use?		:How much responsibility do physics educators and their courses bear for the career outcomes of students seeking or ending up working in the energy sector? Consider the scope of industries and commerce involved in energy production and use: Building, maintenance, research, policy, transportation, military logistics, electronics, measuring...How well are current courses preparing students? What is the path to becoming the engineer who improves automobile efficiency? Is that engineer merely knowledgeable of the phenomena of rolling resistance, combustion timing, catalytic conversion, and weight reduction, or does she also need to know something about complex systems and trade-offs? How much does she have to understand about anthropogenic climate change to be sufficiently encouraged to help reduce fossil fuel use?

Shawn: /* Energy in physics education */ architecture not as interwoven in physics as energy.

2011-07-31T16:08:01Z

Energy in physics education: architecture not as interwoven in physics as energy.

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	;An interesting topic		;An interesting topic
	:In energy texts, physics is always relegated to a prerequisite role, a mistake considering how arguably the most important concept in the history of physics had many of it's most important episodes in technical pursuits (Joule etc.). Instead of being presented as something that always existed in present form, physics should be taught as something discovered and developed, interweaved with our discovery and development of energy resources and uses. Some of our most fundamental philosophical views were developed in technological labs like Joule's.		:In energy texts, physics is always relegated to a prerequisite role, a mistake considering how arguably the most important concept in the history of physics had many of it's most important episodes in technical pursuits (Joule etc.). Instead of being presented as something that always existed in present form, physics should be taught as something discovered and developed, interweaved with our discovery and development of energy resources and uses. Some of our most fundamental philosophical views were developed in technological labs like Joule's.
			;Energy is more than an interesting application of physics
			:Architecture is an interesting application of physics, like energy, but architecture is not as important to the culture of physics as energy is.
	;Energy as examples for current curriculum, or part of a new curriculum?		;Energy as examples for current curriculum, or part of a new curriculum?
	:In 'Adding a bit more history to science courses,'(The Physics Teacher v. 49 May 2011 pp. 282,283) William DeBuvitz begins to bridge two philosophies of the value of history in a physics course. The more naive philosophy is merely to pepper an existing course with stories of physicists. Such a treatment is a disservice for at least two reasons. It whittles the complexities of history to biographies of idealized, individualized actors, and it doesn't present the limits and controversies of historical interpretation. A more productive, intellectual philosophy might be to have students engage in historical research and/or argumentation.		:In 'Adding a bit more history to science courses,'(The Physics Teacher v. 49 May 2011 pp. 282,283) William DeBuvitz begins to bridge two philosophies of the value of history in a physics course. The more naive philosophy is merely to pepper an existing course with stories of physicists. Such a treatment is a disservice for at least two reasons. It whittles the complexities of history to biographies of idealized, individualized actors, and it doesn't present the limits and controversies of historical interpretation. A more productive, intellectual philosophy might be to have students engage in historical research and/or argumentation.

Shawn: /* Energy as its own field */

2011-07-31T16:06:20Z

Energy as its own field

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	;Photovoltaics are complex enough to warrant their own courses, from installer training to PhD dissertations.		;Photovoltaics are complex enough to warrant their own courses, from installer training to PhD dissertations.
			:Researchers from many different fields are studying photovoltaics, from biotech people creating viruses to build PV cells to metallurgists refining reflective substrates.
	;Anemometry is not only important to wind power siting, it's important for studying Earth's climate and the atmospheres of other planets.		;Anemometry is not only important to wind power siting, it's important for studying Earth's climate and the atmospheres of other planets.

			===Energy and other fields===
			Energy topics are becoming important in many fields, like architecture, chemistry, civil engineering, planning, economics, and political science.

	===Energy in physics education===		===Energy in physics education===

Shawn: /* Physicism */ the seeds of physicism are activities and discussions like environmentalist activities and discussions

2011-07-31T15:40:54Z

Physicism: the seeds of physicism are activities and discussions like environmentalist activities and discussions

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	Physics does not usually offer this form of empowerment to students. Like environmental science helps students understand biomes, physics offers students the power to understand the physical world, but the social power of that understanding is supposedly neutral on activism. Of course, there is no social endeavor that is socially neutral—Physics is less explicit about its role in society, but part of it is part of the war machine, part industrialism.		Physics does not usually offer this form of empowerment to students. Like environmental science helps students understand biomes, physics offers students the power to understand the physical world, but the social power of that understanding is supposedly neutral on activism. Of course, there is no social endeavor that is socially neutral—Physics is less explicit about its role in society, but part of it is part of the war machine, part industrialism.

	What if physics did have a more unified, socially explicit message? It's hard for me to picture what that might be, but to students of a certain age, it might be something about energy.		What if physics did have a more unified, socially explicit message? It's hard for me to picture what that might be, but to students of a certain age, it might be something about energy. Just as an environmental science teacher would discuss the benefits of recycling paper, even have students spend a period making recycled paper, a physics teacher might discuss the benefits of extra insulation in a home, even have students spend a period insulating a wall in the classroom. Discussions and activities like this exist in some physics classrooms, the seeds of physicism.

	====Energy in research and energy in education====		====Energy in research and energy in education====

Shawn: /* Energy in physics education */ physics in energy texts should be more historical, interweaved

2011-07-31T14:10:05Z

Energy in physics education: physics in energy texts should be more historical, interweaved

← Older revision		Revision as of 07:10, 31 July 2011
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	:When a high school senior is preparing for a job in residential energy improvements, should she learn about thermal conductivity measurements and calculations from her physics teacher, her tech teacher, or both?		:When a high school senior is preparing for a job in residential energy improvements, should she learn about thermal conductivity measurements and calculations from her physics teacher, her tech teacher, or both?
	;An interesting topic		;An interesting topic
	:In energy texts, physics is always relegated to a prerequisite role, a mistake considering how arguably the most important concept in the history of physics had many of it's most important episodes in technical pursuits (Joule etc.).		:In energy texts, physics is always relegated to a prerequisite role, a mistake considering how arguably the most important concept in the history of physics had many of it's most important episodes in technical pursuits (Joule etc.). Instead of being presented as something that always existed in present form, physics should be taught as something discovered and developed, interweaved with our discovery and development of energy resources and uses. Some of our most fundamental philosophical views were developed in technological labs like Joule's.
	;Energy as examples for current curriculum, or part of a new curriculum?		;Energy as examples for current curriculum, or part of a new curriculum?
	:In 'Adding a bit more history to science courses,'(The Physics Teacher v. 49 May 2011 pp. 282,283) William DeBuvitz begins to bridge two philosophies of the value of history in a physics course. The more naive philosophy is merely to pepper an existing course with stories of physicists. Such a treatment is a disservice for at least two reasons. It whittles the complexities of history to biographies of idealized, individualized actors, and it doesn't present the limits and controversies of historical interpretation. A more productive, intellectual philosophy might be to have students engage in historical research and/or argumentation.		:In 'Adding a bit more history to science courses,'(The Physics Teacher v. 49 May 2011 pp. 282,283) William DeBuvitz begins to bridge two philosophies of the value of history in a physics course. The more naive philosophy is merely to pepper an existing course with stories of physicists. Such a treatment is a disservice for at least two reasons. It whittles the complexities of history to biographies of idealized, individualized actors, and it doesn't present the limits and controversies of historical interpretation. A more productive, intellectual philosophy might be to have students engage in historical research and/or argumentation.

Shawn: /* Energy as its own field */ photovoltaics and anemometry

2011-07-31T14:04:15Z

Energy as its own field: photovoltaics and anemometry

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	===Energy as its own field===		===Energy as its own field===
	;~~building~~ science coming into its own.		;Building science coming into its own.
	:Building science, up to now, was taught as basic science concepts applicable to buildings, but now is so complex that it's its own field in every right.		:Building science, up to now, was taught as basic science concepts applicable to buildings, but now is so complex that it's its own field in every right.

			;Photovoltaics are complex enough to warrant their own courses, from installer training to PhD dissertations.
			;Anemometry is not only important to wind power siting, it's important for studying Earth's climate and the atmospheres of other planets.

	===Energy in physics education===		===Energy in physics education===

Shawn: physicism

2011-07-31T13:58:21Z

physicism

← Older revision		Revision as of 06:58, 31 July 2011
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	;We physics teachers are teaching energy for non-physicists, and we're teaching very specialized, advanced courses in nuclear energy and PV, but are we teaching anything in between? I.e. is there a path to energy science that with multiple exit points?		;We physics teachers are teaching energy for non-physicists, and we're teaching very specialized, advanced courses in nuclear energy and PV, but are we teaching anything in between? I.e. is there a path to energy science that with multiple exit points?

			====Physicism====
			It's hard to find a teacher of environmental science who doesn't promote an environmentalist attitude—the idea that the environment is at times resilient, at times fragile; that ecological balance and diversity can be upset by humans or invasive species or changes in the physical world; that every student can become an activist by identifying and working to change behaviors to protect or rehabilitate ecological systems.

			Physics does not usually offer this form of empowerment to students. Like environmental science helps students understand biomes, physics offers students the power to understand the physical world, but the social power of that understanding is supposedly neutral on activism. Of course, there is no social endeavor that is socially neutral—Physics is less explicit about its role in society, but part of it is part of the war machine, part industrialism.

			What if physics did have a more unified, socially explicit message? It's hard for me to picture what that might be, but to students of a certain age, it might be something about energy.

	====Energy in research and energy in education====		====Energy in research and energy in education====

Shawn: /* Energy in physics education */

2011-07-31T04:06:44Z

Energy in physics education

← Older revision		Revision as of 21:06, 30 July 2011
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	===Energy in physics education===		===Energy in physics education===
	;[[My Father's Watch]]:Energy has been a theme for physics texts and courses for non-scientists. Many have attributed this association to the public interest in energy crises.		;[[My Father's Watch]]:Energy has been a theme for physics texts and courses for non-scientists. Many have attributed this association to the public interest in energy crises.
			:It is interesting to compare a physics book with a concentration on energy, with an energy book with a smattering of physics. The former, if written to satisfy my pedagogical needs like My Father's Watch is, teaches the reader something about the philosophy of physics, for example the lessons of the quest to unify the forces in the 19th century.
	It is interesting to compare a physics book with a concentration on energy, with an energy book with a smattering of physics. The former, if written to satisfy my pedagogical needs like My Father's Watch is, teaches the reader something about the philosophy of physics, for example the lessons of the quest to unify the forces in the 19th century.
	;Preparation for energy careers		;Preparation for energy careers
	:How much responsibility do physics educators and their courses bear for the career outcomes of students seeking or ending up working in the energy sector? Consider the scope of industries and commerce involved in energy production and use: Building, maintenance, research, policy, transportation, military logistics, electronics, measuring...How well are current courses preparing students? What is the path to becoming the engineer who improves automobile efficiency? Is that engineer merely knowledgeable of the phenomena of rolling resistance, combustion timing, catalytic conversion, and weight reduction, or does she also need to know something about complex systems and trade-offs? How much does she have to understand about anthropogenic climate change to be sufficiently encouraged to help reduce fossil fuel use?		:How much responsibility do physics educators and their courses bear for the career outcomes of students seeking or ending up working in the energy sector? Consider the scope of industries and commerce involved in energy production and use: Building, maintenance, research, policy, transportation, military logistics, electronics, measuring...How well are current courses preparing students? What is the path to becoming the engineer who improves automobile efficiency? Is that engineer merely knowledgeable of the phenomena of rolling resistance, combustion timing, catalytic conversion, and weight reduction, or does she also need to know something about complex systems and trade-offs? How much does she have to understand about anthropogenic climate change to be sufficiently encouraged to help reduce fossil fuel use?