MinutePhysics posted this video, entitled “Open Letter to the President: Physics Education”, to their YouTube stream.
Summary: The content of high school physics curricula generally stop at around the year 1865, which is an interesting observation. At first it seems quite logical that students should follow the prescribed path from kinematics to dynamics to electromagnetism and from there on to more complex topics if there is time (which of course there never is, so we never get to anything further).
But from another perspective, does one really need an understanding of dynamics as a prerequisite to an introduction to relativity and quantum? I actually don’t think so. The physics discoveries of the 21st century so profoundly changed our fundamental view of the universe and how we relate to it, that most of what came before seems absurdly limited in scope. Quantum Mechanics, for example, starts from very different conceptual foundations than does Newtonian Mechanics; thus, even though one came before the other chronologically, they really have nothing to do with each other conceptually.
I think it would be awesome to teach an introduction to contemporary scientific issues and understanding in high school. The inevitable counterpoint question will of course be, “but when will they use that?” I certainly admit that Newtonian Mechanics and classical electromagnetic theory, though limited in scope and not even technically correct by modern standards, are far more likely to be “relevant to students’ lives” than quantum, relativity, particle theory, or cosmology. (In other words, Newtonian Mechanics are more readily applicable to every day situations even though their underlying assumptions and framework do not actually describe physical reality as we now know it.)
However, my (opinionated) rebuttal to this counterpoint is that it is, like so much of education policy, shortsighted and focused on the wrong things. What is the purpose of education? More specifically, what is the purpose of high school science education? What should my students be learning in my physics classroom? Though I certainly encourage STEM careers and want to prepare my students for college, the fact of the matter is that very few of them — even under ideal circumstances — will go on to choose further study and careers in science and engineering. If and when they do, they will receive specialized content instruction and training for it. So, yes they should have some introductory content knowledge, but ultimately what is more important for all of my students, including the STEM-bound ones, to come away with in their formative years as they emerge as adult citizens of the nation and world?
I would argue that the best answer to this question is: a sense of place. A perspective that the universe is a beautiful and endlessly fascinating arena full of challenge and discovery — and that therefore, on that principle alone, it is worthy of study and exploration. An understanding of the rigorous tools of scientific analysis and inquiry that have allowed us as a species to discard illusions and improve our lives. Further, a realization that they must use these tools daily as citizens in the modern world as a defense against manipulation by interests who would misrepresent science for self-serving ends. And lastly, a cohesive story of our human quest for truth — the part that was grounded in empiricism and fueled by curiosity — which has brought us to our present understanding of what we are, where we came from, and where we are going.
Very little of this perspective, by the way, is captured in the present Massachusetts high school physics curriculum [PDF] or standardized accountability tests such as the MCAS. From what I have read, the Next Generation Science Standards are much, much better than what we have now and certainly a huge step in the right direction. But even these standards, on the cutting edge of what American K-12 science education policy is working on, remain far from the mark in my opinion. They remain somewhat impeded by the inertia of 150 years of “this is what we’ve always taught”.
It is only in the context of physics as the true “natural philosophy” — testing whether our human ideas hold traction with reality — that (properly) introducing the most contemporary physical understanding of the universe (alongside those which came before) to our high school students makes sense. Barring that framework for what physics education is ultimately for, I really doubt that our students will learn physics past 1865 until and unless they choose to do so in college — by which point it may be too late to engage them with it anyway. Which means of course, that it may be too late for the study of physics to contribute to the scientific literacy of the overwhelming majority of our citizens.
Keep fighting the good fight, MinutePhysics.