Teaching

Fun Physics with Practical Applications

When I began teaching, I determined to do it differently. Most of my own college physics courses killed the subject. Many of my professors were experts in their fields but had little flair and talent for teaching. It seemed more like dictation than learning--the instructor would stand at the front of the classroom and copy his course notes to the blackboard--and we dutifully copied the formulas and math into our personal notes. Few questions, discussion, or give-and-take. What a waste of an hour.

So my first task was to design courses that brought out the fascination of science, heavy on applied content, and taught with ENGAGEMENT, PASSION and PERSONALITY. The result was "Dave Letterman Physics," named after the crazy "science demonstration" segments of the old late-night program. The Letterman producers would often get a laugh by bringing in a "kid scientist" to show Dave some zany science demonstration.

It worked. As the years passed, the course was renamed in many ways by students and eventually evolved into a "Mythbusters" course with tons of practical examples of how physics changed the world through inventions, applications, and basic knowledge of the natural world.

I usually begin a lecture by asking a question, such as "have you ever wondered how an old school radio works? I mean, its crazy that a person sitting in a studio in New York City can speak into a dumb piece of metal called a microphone, and you hear him in Alabama. How does the DJ's voice get shipped to Auburn in the blink of an eye? Isn't that incredible?"

Then I would explain how the early analog radios worked, using a torn-down transistor or vacuum tube radio and physics principles couched in language an average person on the street could understand. I use very little math and teach students to REASON using the relevant physics principles to solve a practical problem of life and society. As it turns out, that's exactly what potential employers are asking for--"send me students who can THINK and have good work ethic, not students who just regurgitate the memorized odd answers from the back of a book"--is a common plea from corporate managers in Fortune 500 microelectronic companies who collaborate with me.

Here is a sample syllabus from a typical course.

Old School Analog TV/Computer Monitor

During "inventions week" we bring in the guts of some of the best inventions ever created (in this case, a B&W TV) and learn the basics of how an image is created. Tracing the screen image information from when it is created in the studio, into the camera, into the TV station antenna, through the air, into the home rooftop TV antenna, into the deflection plates of the CRT tube/electron gun, and then to the screen is REMARKABLE.

Universities Can Have LARGE Classes

A typical class in freshman physics at AU is about 200 students. A good instructor will at least ATTEMPT to get to know many of his/her students and entertain and inform the rest.

Professor Office Hours

Professors and teaching assistants schedule time outside of class to meet with students. These are called office hours. Office hours are times when you can meet to discuss the material being presented in class or other related interests you have. Good jokes are also appreciated.

Putting Your LIFE on the Line

The famous "bed of nails" demo in first-year physics. Sometimes you have to do the dramatic to show students that science can be fun (and helpful, in case you are ever up against a bed of nails). It helps to choose a student from the audience who 1) knows how to swing a sledge; 2) didn't have an argument the night before with his girlfriend; 3) didn't get less than an A on a test in my class; and, 4) will "go for it" and not take a "cupcake" swing. Someone on the AU football or baseball squads is HIGHLY recommended.