The Science Class I Wish I Had

I recently read a book called The Science Class You Wish You Had to get motivated and inspired for the new school semester.  It is authored by two brothers, David and Arnold Brody; the former is a science historian, and the latter a professor of pathology.  The book, written in 1997, describes the seven most important scientific discoveries of all time, and gives insights into the lives of the scientists who made them.

According to the authors, the top seven scientific discoveries in history are:

•  Gravity and the basic laws of physics (Newton)
• The principle of relativity (Einstein)
•  The big bang and the formation of the universe (Hubble)
• The structure of the atom (Rutherford and Bohr) 
• Evolution and the principle of natural selection (Darwin)
• The cell and genetics (Flemming and Mendel)
• The structure of the DNA molecule (Watson and Crick)

In the list above, we have one discovery in chemistry sandwiched between three in physics and three in biology.  In each case, the story behind how the discovery was made is as interesting as the discovery itself.  Noticeably absent from the list is quantum physics, but it would be hard to knock anything off this list.  The importance of quantum physics has become more apparent over the past fifteen years (when the book was published) – today’s list of top discoveries should perhaps be extended to eight.

The vast majority of man’s science discoveries have taken place in the twentieth century.  With the exception of Newtonian physics, all six of the others listed came to fruition in the 1900s.  It appears that the most exciting period of time to be a scientist was between 1850 and 1950.  The explosion of scientific knowledge that occurred during that period will probably never be matched.  Although our current tools and sheer numbers allow us to drive science forward at a greater pace than ever before, today’s science attempts to push boundaries, whereas yesterday’s science discovered what those boundaries were.

Returning to School

A few days ago, I posted the question, "Who is more anxious about returning to school, the teachers or the students?" A friend of mine commented, "The parents."

Getting back into the school schedule is a challenge for all involved, but in the first week, standing in front of my first class, I was reminded of how much I enjoy being there.  Meeting new young people, with their own unique perspectives on life, on science, is so refreshing for me.

I can't say that I am looking forward to all of the course prep and piles of correcting that await me - I am teaching three college physics courses this semester.  But, these sacrifices are worth it, because the payoff is the time spent in class discussing physics.  A learning environment is a truly fortunate place to find oneself in.

I can appreciate the nerves from the students' perspectives.  Being a full-time student is hard these days.  Many of them work over twenty hours per week during the semester.  Some do it to pay for luxuries like cars and cell phones, but many do it to pay for their schooling as well as their bills at home.

Remarkably, some of these eighteen-year-old full-time students are living on their own, paying their own way.  I have a tremendous amount of respect, but also some sympathy for students in this situation.  I never had it so hard, and I can't imagine being able to enjoy my college years if I were placed in such trying circumstances.

Finding a life balance is a hard task for anyone.  Students and teachers alike need to plan their schedules carefully to maintain their mental health - to at the very least, survive, and in the best case, thrive.

I am looking at my busy schedule, wondering if it will be feasible for me to undertake some volunteer work with the Robotics Club at Vanier College.  As I struggle with this somewhat trivial decision, I remain humbled by students that I pass by in the halls, many of whom face far more daunting decisions than I.