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Teaching Controversial Topics in Physics Courses

Art Hobson Univ of Arkansas ahobson@uark.edu. Teaching Controversial Topics in Physics Courses. Conceptual physics at U Arkansas. General physics, emphasizing modern physics, and societal topics. The scientific process (we learn via evidence and reason ) is a recurring theme.

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Teaching Controversial Topics in Physics Courses

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  1. Art Hobson Univ of Arkansas ahobson@uark.edu Teaching Controversial Topics in Physics Courses

  2. Conceptual physics at U Arkansas • General physics, emphasizing modern physics, and societal topics. • The scientific process (we learn via evidence and reason) is a recurring theme. • Taught since 1975. Now ~1000 students/yr. • Many students (mostly women) report that they appreciate the social topics. Many others (mostly men) report that they appreciate the modern physics. • Many topics bear on controversial religious and political issues:

  3. • pseudoscience • --including creationism • electric power plants • growth, overpopulation • 2nd law & evolution • ozone depletion • global warming • radioactive dating • geological ages • biol effects of radiation •nuclear weapons • nuclear terrorism • the energy future • nuclear power • fossil fuels • renewable energy • energy efficiency • age of universe & Earth • the big bang • THE SCIENTIFIC PROCESS

  4. You’ll find discussions of all these topics in my textbook, available at the Pearson booth at this meeting.

  5. A clear scientific consensus exists on nearly all of these. In this case: • Present the scientific consensus, being careful to explain how we know (i.e. the evidence). • Emphasize: science is based on evidence and reason, not tradition, authority, politics, or feelings. • Encourage students to express their doubts. If there is a scientific consensus concerning these particular doubts, present it (diplomatically): “Thanks! It’s a good point. In fact, scientists have considered this point, and ……..”

  6. EXAMPLE: radioactive dating, Earth’s age, geological ages. Evidence:

  7. Some conclusions based on this evidence:

  8. If a clear sci consensus does not exist (nuclear power? overpopulation?): • Either present the sci evidence on both sides, or simply say that no sci consensus exists. • This might be a good opportunity for a class debate/discussion!

  9. EXAMPLE: Nuclear power Coal is one widely-used “competitor” to nuclear. Students can “brainstorm” costs & benefits of both. A few:

  10. THANKS!

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