Untroduction to Thermal Physics
There needs to be a new way to teach thermal physics. Granted, I've only had two classes so far, but my friend who has taken it already agrees that it is not taught well. I have nothing against my professor; I love that he is very encouraging for us to ask questions and is always eager to stop lecture and explain. Much of what I say here can and should be expanded to other types of education.
As it is there are very few problems that can be assigned to offer practice in the concepts of (at least introductory) thermal physics. Those problems seem to just be fancy algebraic exercises with applicable formulas. What is missing is the context. How can I appreciate a pivnertial equation without knowing its importance and applications? The whole second lecture I was distracted by trying to visualize the surface that represents the possible states of a gas in PVT parameter-space. (If anyone understands this could you help me to?)
Wouldn't it be loverly wiser to establish a firm understanding of the big picture and implications before delving into specifics? (That's how these folks do it.) This pattern of starting with the minute details and expanding to the bigger picture is ineffective, yet it is all too common. You may remember in your math classes that the subject is taught, for the most part, for its own sake.
This is not a complaint about a difficult class. It is an appeal for educators to imagine themselves in the role of their students, to appreciate their level of understanding, and to walk with their students as they make discoveries that enable gradually enable them to reach the shared goal.
Thank God that I have the ability and perseverance necessary to decide to learn despite my friction with the teaching methods. (I am motivated by my intention of eventually using these experiences to improve the education system.) But how many hundreds of millions of people have resigned to saying, "It's not for me," when a subject is not taught in a way that cultivates reflection? How much capacity has been overlooked due to an antiquated educational system?
As it is there are very few problems that can be assigned to offer practice in the concepts of (at least introductory) thermal physics. Those problems seem to just be fancy algebraic exercises with applicable formulas. What is missing is the context. How can I appreciate a pivnertial equation without knowing its importance and applications? The whole second lecture I was distracted by trying to visualize the surface that represents the possible states of a gas in PVT parameter-space. (If anyone understands this could you help me to?)
Wouldn't it be loverly wiser to establish a firm understanding of the big picture and implications before delving into specifics? (That's how these folks do it.) This pattern of starting with the minute details and expanding to the bigger picture is ineffective, yet it is all too common. You may remember in your math classes that the subject is taught, for the most part, for its own sake.
This is not a complaint about a difficult class. It is an appeal for educators to imagine themselves in the role of their students, to appreciate their level of understanding, and to walk with their students as they make discoveries that enable gradually enable them to reach the shared goal.
Thank God that I have the ability and perseverance necessary to decide to learn despite my friction with the teaching methods. (I am motivated by my intention of eventually using these experiences to improve the education system.) But how many hundreds of millions of people have resigned to saying, "It's not for me," when a subject is not taught in a way that cultivates reflection? How much capacity has been overlooked due to an antiquated educational system?