Robert Karplus Lecture Can String Theory Be An Educational Force Multiplier? Sylvester J. Gates, Jr. John S. Toll Professor of Physics and Center for String and Particle Theory Director University of Maryland Physics Department Rm. 4121 College Park, MD 20742-4111

Can String Theory Be An

Educational Force Multiplier?

Sylvester J. Gates, Jr.

John S. Toll Professor of Physics and

Center for String and Particle Theory Director

University of Maryland

Physics Department

Rm. 4121

College Park, MD 20742-4111

Overview of Talk Being Informed By The Public Of A Science Educational Possibility

Being Informed By The Public Of A

Science Educational Possibility

Overview of Talk Being Informed By The Public Of A Science Educational Possibility From Conceptualization to Implementation

Being Informed By The Public Of A

Science Educational Possibility

From Conceptualization to Implementation

Overview of Talk Being Informed By The Public Of A Science Educational Possibility From Conceptualization to Implementation Tools For Implementation

Being Informed By The Public Of A

Science Educational Possibility

From Conceptualization to Implementation

Tools For Implementation

Overview of Talk Being Informed By The Public Of A Science Educational Possibility From Conceptualization to Implementation Tools For Implementation Interim Report

Being Informed By The Public Of A

Science Educational Possibility

From Conceptualization to Implementation

Tools For Implementation

Interim Report

Being Informed By The Public Of A Science Educational Possibility

String Theory Has Made A Breakthrough In the Public Consciousness * A search on “string theory” at www.google.com reveals 1,080,000 webpages.

String Theory Has Made A Breakthrough In the Public

Consciousness

* A search on “string theory” at www.google.com

reveals 1,080,000 webpages.

String Theory Has Made A Breakthrough In the Public Consciousness * A search on “string theory” at www.google.com reveals 1,080,000 webpages. * “The Elegant Universe,” a book by Brian Greene, was an international best-seller and paved the way for numbers of other such books.

String Theory Has Made A Breakthrough In the Public

Consciousness

* A search on “string theory” at www.google.com

reveals 1,080,000 webpages.

* “The Elegant Universe,” a book by Brian Greene, was an

international best-seller and paved the way for numbers

of other such books.

String Theory Has Made A Breakthrough In the Public Consciousness * A search on “string theory” at www.google.com reveals 1,080,000 webpages. * “The Elegant Universe,” a book by Brian Greene, was an international best-seller and paved the way for numbers of other such books. * “The Elegant Universe,” a NOVA/PBS television documentary, repeated this success for video presentations.

String Theory Has Made A Breakthrough In the Public

Consciousness

* A search on “string theory” at www.google.com

reveals 1,080,000 webpages.

* “The Elegant Universe,” a book by Brian Greene, was an

international best-seller and paved the way for numbers

of other such books.

* “The Elegant Universe,” a NOVA/PBS television documentary,

repeated this success for video presentations.

* Hundreds of popular-level presentations on this topic have been given at lectures, symposia, etc. at universities, laboratories, colleges, libraries & museums.

* Hundreds of popular-level presentations on this topic

have been given at lectures, symposia, etc. at universities,

laboratories, colleges, libraries & museums.

* Hundreds of popular-level presentations on this topic have been given at lectures, symposia, etc. at universities, laboratories, colleges, libraries & museums. * This is an international phenomenon with books and other materials being translated into other languages (‘06 visit to Mali revealed TEU was broadcast with sub-titles in France).

* Hundreds of popular-level presentations on this topic

have been given at lectures, symposia, etc. at universities,

laboratories, colleges, libraries & museums.

* This is an international phenomenon with books and other

materials being translated into other languages (‘06 visit to

Mali revealed TEU was broadcast with sub-titles in France).

* Hundreds of popular-level presentations on this topic have been given at lectures, symposia, etc. at universities, laboratories, colleges, libraries & museums. * This is an international phenomenon with books and other materials being translated into other languages (‘06 visit to Mali revealed TEU was broadcast with sub-titles in France). * The current speaker has given approximately 150 such presentation since 1988 (March 2007 presented two popular level presentations in India and participated in the video-taping for an Indian t.v. science documentary).

* Hundreds of popular-level presentations on this topic

have been given at lectures, symposia, etc. at universities,

laboratories, colleges, libraries & museums.

* This is an international phenomenon with books and other

materials being translated into other languages (‘06 visit to

Mali revealed TEU was broadcast with sub-titles in France).

* The current speaker has given approximately 150 such

presentation since 1988 (March 2007 presented two

popular level presentations in India and participated in the

video-taping for an Indian t.v. science documentary).

* ‘Superstring Theory: The DNA of Reality,’ (a 12 hour, 24 DvD collection of lectures on string theory at the popular level) generated approximately half a million dollars in sales within six months of its release.

* ‘Superstring Theory: The DNA of Reality,’ (a 12 hour, 24 DvD

collection of lectures on string theory at the popular level)

generated approximately half a million dollars in sales within

six months of its release.

This Raises Questions: “ Can This Remarkable Amount Of Public Interest In String Theory Be Made To Serve An Educational Goal?” “ If The Answer Is Affirmative Then How Is This To Occur?” For several years, considerations and deliberations on this have occurred for the speaker. A model course was envisioned to test this as a project in curriculum development.

This Raises Questions:

“ Can This Remarkable Amount Of Public Interest In String Theory

Be Made To Serve An Educational Goal?”

“ If The Answer Is Affirmative Then How Is This To Occur?”

For several years, considerations and deliberations on this have

occurred for the speaker. A model course was envisioned to test

this as a project in curriculum development.

From Conceptualization to Implementation

PHY 144: Prototyping The Concept During the spring term of 2007 at Gustavus Adolphus College, SJG is the resident Rydell Visiting Professor working together with Prof. Steven Mellema, a class designated as PHY 144 is currently underway. A primary goal is to develop an innovative new approach to the teaching a general science course for non- STEM (science, technology, engineering mathematics) students. The class meets typically four days a week. Course Webpage : http://physics.gac.edu/~mellema/phy144syl.pdf Let’s view the webpage briefly via a ‘pdf-enabled peek.’

PHY 144: Prototyping The Concept

During the spring term of 2007 at Gustavus Adolphus College,

SJG is the resident Rydell Visiting Professor working together

with Prof. Steven Mellema, a class designated as PHY 144 is

currently underway. A primary goal is to develop an innovative

new approach to the teaching a general science course for non-

STEM (science, technology, engineering mathematics) students.

The class meets typically four days a week.

Course Webpage :

http://physics.gac.edu/~mellema/phy144syl.pdf

Let’s view the webpage briefly via a ‘pdf-enabled

peek.’

Five Course Intellectual Foci * CULTURE & SCIENCE

Five Course Intellectual Foci

* CULTURE & SCIENCE

Five Course Intellectual Foci * CULTURE & SCIENCE * HISTORY & SCIENCE

Five Course Intellectual Foci

* CULTURE & SCIENCE

* HISTORY & SCIENCE

Five Course Intellectual Foci * CULTURE & SCIENCE * HISTORY & SCIENCE * PHILOSOPHY OF SCIENCE

Five Course Intellectual Foci

* CULTURE & SCIENCE

* HISTORY & SCIENCE

* PHILOSOPHY OF SCIENCE

Five Course Intellectual Foci * CULTURE & SCIENCE * HISTORY & SCIENCE * PHILOSOPHY OF SCIENCE * RELIGION & SCIENCE

Five Course Intellectual Foci

* CULTURE & SCIENCE

* HISTORY & SCIENCE

* PHILOSOPHY OF SCIENCE

* RELIGION & SCIENCE

Five Course Intellectual Foci * CULTURE & SCIENCE * HISTORY & SCIENCE * PHILOSOPHY OF SCIENCE * RELIGION & SCIENCE * SCIENCE

Five Course Intellectual Foci

* CULTURE & SCIENCE

* HISTORY & SCIENCE

* PHILOSOPHY OF SCIENCE

* RELIGION & SCIENCE

* SCIENCE

Five Course Intellectual Foci (Examples) CULTURE & SCIENCE The Two Cultures: An Essay by C. P. Snow HISTORY & SCIENCE Leucippus, Democritus & the Atom Aristarchus, Eratosthenes, the Size & Shape of the Earth J.G. Stoney & The Electron

Five Course Intellectual Foci (Examples)

CULTURE & SCIENCE

The Two Cultures: An Essay by C. P. Snow

HISTORY & SCIENCE

Leucippus, Democritus & the Atom

Aristarchus, Eratosthenes, the Size & Shape of the Earth

J.G. Stoney & The Electron

Five Course Intellectual Foci (Examples) PHILOSOPHY OF SCIENCE The Unreasonable Effectiveness of Mathematiics in the Natural Sciences: An Essay by E. Wigner Karl R. Popper & Science as Falsification Thomas Kuhn & Structure of Scientific Revolutions

Five Course Intellectual Foci (Examples)

PHILOSOPHY OF SCIENCE

The Unreasonable Effectiveness of Mathematiics in

the Natural Sciences: An Essay by E. Wigner

Karl R. Popper & Science as Falsification

Thomas Kuhn & Structure of Scientific Revolutions

Five Course Intellectual Foci (Examples) RELIGION & SCIENCE Giordano Bruno & Galileo James Clerk Maxwell and the Christian Proposition Einstein’s View of Creation Father Georges-Henri Lemaître: A Jesuit Cosmologist

Five Course Intellectual Foci (Examples)

RELIGION & SCIENCE

Giordano Bruno & Galileo

James Clerk Maxwell and the Christian Proposition

Einstein’s View of Creation

Father Georges-Henri Lemaître: A Jesuit Cosmologist

Five Course Intellectual Foci (Examples) SCIENCE Illustrative `tour’ of the major strands of physics: Theory of Newtonian Physics Theory of Thermodynamics Theory of Electromagnetism Quantum Theory Relativity Theory Theories of Particle Physics & Cosmology

Five Course Intellectual Foci (Examples)

SCIENCE

Illustrative `tour’ of the major strands of physics:

Theory of Newtonian Physics

Theory of Thermodynamics

Theory of Electromagnetism

Quantum Theory

Relativity Theory

Theories of Particle Physics & Cosmology

Tools For Implementation

Toward A Hypertext

Toward A Hypertext

Particle Astrophysics Video Driver A collection of 24 half-hour lectures on DvD’s

Video Driver

Toward A Hypertext

Toward A Hypertext

A viewing of a vignette can be useful to see how the video presentations are utilized.

A viewing of a vignette can be useful to see how

the video presentations are utilized.

Primary philosophical foundations for the TTC/ DvD lecture series include: (a.) A high level of mathematical sophistication is possible to maintain at the conceptual level if computer graphical imagery (CGI) is used in- stead of mathematical formulae.

Primary philosophical foundations for the TTC/

DvD lecture series include:

(a.) A high level of mathematical sophistication is

possible to maintain at the conceptual level if

computer graphical imagery (CGI) is used in-

stead of mathematical formulae.

(b.) To the maximum degree possible, the actual educational content of the presentation should be born by CGI technology.

(b.) To the maximum degree possible, the actual

educational content of the presentation should

be born by CGI technology.

(b.) To the maximum degree possible, the actual educational content of the presentation should be born by CGI technology. (c.) To the maximum degree possible, contextual references of the science should be woven in all discussions.

(b.) To the maximum degree possible, the actual

educational content of the presentation should

be born by CGI technology.

(c.) To the maximum degree possible, contextual

references of the science should be woven in

all discussions.

Additional Tools * Quicktime movies used in class.

Additional Tools

* Quicktime movies used in class.

Additional Tools * Quicktime movies used in class. * Real & virtual laboratory exercises using a ‘constructivist philosophy’ for student engagement via small groups (~similar to studio-style) occur.

Additional Tools

* Quicktime movies used in class.

* Real & virtual laboratory exercises using

a ‘constructivist philosophy’ for student

engagement via small groups (~similar

to studio-style) occur.

Additional Tools * Quicktime movies used in class. * Real & virtual laboratory exercises using a ‘constructivist philosophy’ for student engagement via small groups (~similar to studio-style) occur. * The World Wide Web is a valuable in & out of class resource.

Additional Tools

* Quicktime movies used in class.

* Real & virtual laboratory exercises using

a ‘constructivist philosophy’ for student

engagement via small groups (~similar

to studio-style) occur.

* The World Wide Web is a valuable in &

out of class resource.

Additional Tools * Essays & homework include a minimal, but some, mathematical computation (algebra, geometry, trigonometry).

Additional Tools

* Essays & homework include a minimal, but

some, mathematical computation (algebra,

geometry, trigonometry).

Additional Tools * Essays & homework include a minimal, but some, mathematical computation (algebra, geometry, trigonometry). * Mathematical concepts of an extremely so- phisticated nature are treated via the CGI (computer graphics illustration) approach followed in the TTC/DvD’s.

Additional Tools

* Essays & homework include a minimal, but

some, mathematical computation (algebra,

geometry, trigonometry).

* Mathematical concepts of an extremely so-

phisticated nature are treated via the CGI

(computer graphics illustration) approach

followed in the TTC/DvD’s.

Interim Report

Interim Report * The division of (non-STEM/STEM) students taking the class is approximately (40%/60%) with an initial total of 25 students.

Interim Report

* The division of (non-STEM/STEM) students taking the class is approximately (40%/60%) with an initial total

of 25 students.

Interim Report * The division of (non-STEM/STEM) students taking the class is approximately (40%/60%) with an initial total of 25 students. * By mid-term only one (non-STEM) student had ‘dropped’ the course.

Interim Report

* The division of (non-STEM/STEM) students taking the class is approximately (40%/60%) with an initial total

of 25 students.

* By mid-term only one (non-STEM) student had ‘dropped’ the course.

Interim Report * The division of (non-STEM/STEM) students taking the class is approximately (40%/60%) with an initial total of 25 students. * By mid-term only one (non-STEM) student had ‘dropped’ the course. * Informal surveys reveal a high degree of satisfac- tion by students.

Interim Report

* The division of (non-STEM/STEM) students taking the class is approximately (40%/60%) with an initial total

of 25 students.

* By mid-term only one (non-STEM) student had ‘dropped’ the course.

* Informal surveys reveal a high degree of satisfac-

tion by students.

Interim Report * The initial percentages of female (male) students taking the class was 32% (68%).

Interim Report

* The initial percentages of female (male)

students taking the class was 32% (68%).

Interim Report * The initial percentages of female (male) students taking the class was 32% (68%). * The current percentages of female (male) students taking the class was 29% (71%).

Interim Report

* The initial percentages of female (male)

students taking the class was 32% (68%).

* The current percentages of female (male)

students taking the class was 29% (71%).

Interim Report * The initial percentages of female (male) students taking the class was 32% (68%). * The current percentages of female (male) students taking the class was 29% (71%). * Currently no minority students are taking the class.

Interim Report

* The initial percentages of female (male)

students taking the class was 32% (68%).

* The current percentages of female (male)

students taking the class was 29% (71%).

* Currently no minority students are taking the

class.

Interim Report * The course is apparently serving distinct purposes for its two populations: (a.) non-STEM students learn they can ‘get it,’ contrary to their own expectations.

Interim Report

* The course is apparently serving distinct purposes for its two populations:

(a.) non-STEM students learn they

can ‘get it,’ contrary to their own

expectations.

Interim Report (b.) STEM students are being forced to confront issues outside of science that are important (history, philosophy, communication skills, fostering serious science related discussion, faith-based beliefs, and scientists responsibility to society).

Interim Report

(b.) STEM students are being forced to

confront issues outside of science that

are important (history, philosophy,

communication skills, fostering serious

science related discussion, faith-based

beliefs, and scientists responsibility to

society).

Interim Report (c.) The unforeseen level of popularity of this course with STEM students has had the benefit that a high degree of peer-to-peer mentoring (p2pM) occurs.

Interim Report

(c.) The unforeseen level of popularity of this

course with STEM students has had the

benefit that a high degree of peer-to-peer

mentoring (p2pM) occurs.

Contact Information: Prof. Sylvester J. Gates, Jr. John S. Toll Professor of Physics and Center for String and Particle Theory Director University of Maryland Tel: 301-405-6025 Physics Department Fax: 301-314-9525 Rm. 4121 E-mail: gatess@wam.umd.edu College Park, MD 20742-4111 http://www.physics.umd.edu/ep/gates/gates.html http://nsbp.org/cgi-bin/nsbp.cgi?page=jgates

Contact Information:

Prof. Sylvester J. Gates, Jr.

John S. Toll Professor of Physics and

Center for String and Particle Theory Director

University of Maryland Tel: 301-405-6025

Physics Department Fax: 301-314-9525

Rm. 4121 E-mail: gatess@wam.umd.edu

College Park, MD 20742-4111

http://www.physics.umd.edu/ep/gates/gates.html

http://nsbp.org/cgi-bin/nsbp.cgi?page=jgates

Contact Information: Prof. Steven Mellema Professor of Physics Gustavus Adolphus College Tel: 507-933-7306 Physics Department Fax: 507-933-6104 Rm. 210 E-mail: mellema@gustavus.edu St. Peter, MN 56082 http://physics.gac.edu/ep/~mellema/

Contact Information:

Prof. Steven Mellema

Professor of Physics

Gustavus Adolphus College Tel: 507-933-7306

Physics Department Fax: 507-933-6104

Rm. 210 E-mail: mellema@gustavus.edu

St. Peter, MN 56082

http://physics.gac.edu/ep/~mellema/