Raymond J. Seeger

On Teaching Thermophysics

The objectives of all thermodynamics courses, both graduate and undergraduate, need to be clarified. There is a need to treat introductory thermodynamics as physics in relation to other branches of physics, and not just to heat. It should be taught (1) from an operational point of view with respect to the world of physical phenomena, (2) with an emphasis upon the use of mathematics with respect to the world of physical concepts, and (3) with a concern for philosophical interpretations with respect to the world of physical theory.

Galileo, Yesterday and Today

Looking at souvenirs from Galileo, physicists often wonder, “Who was the real Galileo?” What was his place in science? in philosophy? in history? in public affairs? A brief review is made here of the nature of historical evidence and its applicability to two famous Galileo incidents: the swinging lamp of Pisa and the leaning tower of Pisa. Some attention is given also to the question of historical myth, particularly in the case of Galileo. The author emphasizes Galileos contributions to modern physics rather than his indebtedness to ancient philosophy. Galileo is first considered as a public figure; on the one hand, as a prominent person and, on the other hand, as a propagandist for the Copernican theory and for a phenomenological outlook. Galileo is regarded as a person, with particular concern for the “inevitability” of the celebrated Galileo case. The author, however, deals with Galileo as a physicist. His scientific approach is examined in terms of his experiential viewpoint, of his own behavior as an observer and a measurer, and of his role as a mathematical physicist, with particular interest in his use of models. Finally, Galileos contributions to dynamics are reviewed: namely, his growing understanding of the first law of motion and his inklings as to the second law, with respect to acceleration but even more important with reference to role of the medium, as well as the relation of the projectile and tidal phenomena to Newtons first two corollaries. The author concludes that Galileo, the physicist, can rightly be regarded as the founder of dynamics.

On Teaching the History of Physics

After reviewing trends in general courses in college physics, the author discusses potential objectives in teaching the history of physics, viz., cultural, pedagogical, research. He emphasizes the necessity for a cultural bridge that will include history, philosophy, and science (the basic course preferably given by a scientist, if an understanding of science is a primary goal). With respect to pedgagogy, he stresses the need for an approach that is immediately functional, but directed toward ultimate understanding. The authors particular concern here is the unique contribution of the history of physics to comprehensive understanding and research training (preferably in the senior year). In addition to the correlating review, a course along this line affords insights into important lessons of the past, the ensnaring involvment of the present and guiding directions for the future, as well as hereditary physics and its social matrix.

Newton's Second Law

Introduction There are two ways to study the dynamics of a system in which there is motion. One of these is to study the kinematics of the system to see if there is any acceleration. If there is an acceleration, then this implies that there is a net force on some part of the system. If there is no acceleration, then this means that either there are no forces on the system, or that the forces within the system are all balanced.

On Nature Study in Physics Teaching

This paper recommends direct observation and understanding of optical phenomena in nature as a means of stimulating interest of young students in physics. In particular, it urges the collection and utilization of actual photographs. Unsolved problems of meteorological optics are recommended for masters theses not only for their own intrinsic worth, but also as a means of encouraging the modernized field of atmospheric sciences.

On Teaching the Philosophy of Physics

Starting from the thesis that the philosophy of physics is taught in all courses of physics, including college general physics, the author urges teachers to become more articulate in their expressions in view of the ideological inferences being drawn by certain national groups. He illustrates his concern with three examples of modern physics, namely, relativity theory, concept of mass, and quantum mechanics. In each case he notes the Soviet interpretations, particularly as expounded by Professor A. F. Ioffe in his book Basic Concepts in Contemporary Physics.

Physics for the First Grade

This paper deals with a proposed program for the education of the citizen in science, which would start at the kindergarten level. It deals particularly with the writers occasional experiences in teaching physics in grades one through five. In the first three grades, particular attention has been paid to the combination of physics with arithmetic. The paper concludes with several suggested principles for curricula construction: genetic selection, cultural integration, and wholesome meaning.

On the Physics of Fluids

In connection with the concept of the “physics of fluids” as part of a broad, interdisciplinary field, the historical development of the concept of the fluid itself is outlined. The three major fields are hydrostatics, hydrodynamics, and aerodynamics. The use of the fluid concept in physics generally is mentioned. The paper concludes with modern fluids, i.e., the understanding of real fluids under the major headings of (1) ordinary fluids, involving stability, anomalous viscosity, and free surfaces; (2) fluids under unusual conditions, such as high-speed, high-temperature, low-density, and quantum fluids; (3) large-scale phenomena involving fluids, those that are local in character, such as planetary atmosphere, and those that are cosmic, such as magnetohydrodynamics. Attention is called to the use of high-speed computing machines and the understanding of real fluids.

Progress Report on Physics in Engineering Education

This report reviews the activities of physics and engineering groups concerned recently with the problem of the role of physics in engineering education. In particular, it describes briefly the interest shown in physics education by the Committee on the Evaluation of Engineering Education of the American Society for Engineering Education, the activities of the American Society for Engineering Education through its Physics Division, of the American Association of Physics Teachers through its Committee on Engineering Education, and the consideration given the whole problem by the American Institute of Physics through a special committee. Other pertinent material such as the ASEE-NSF sponsored conferences on various aspects of physics in engineering education are included.