Teaching Philosophy
Department of Physics and Astronomy
University of Georgia
Physics is the study of the basic principles of the Universe. It is a field that is vast in scope and rich with applications. To learn this subject requires a foundation of fundamentals to build upon. I find that, without this solid footing on which to develop, the structure of knowledge being built can be unsteady at best, and at worst, crumble under it's own weight. One of my main goals in teaching is to ensure that this groundwork is formed within each student so there is always a reserve of physics knowledge to draw upon in solving problems that are encountered. I attempt to do this by revisiting the fundamentals often and show how new subjects can be linked to what is already known. Encouraging inquiry and stressing the importance of experimentation can help immensely in supporting this structure of knowledge.
I also do my best to facilitate discussion and to present myself as approachable with any inquiries that a student may have. As Nobel laureate Richard Feynman states, "There is no harm in doubt and skepticism, for it is through these that new discoveries are made." But, to really make students think, I love to not answer questions directly. It may seem counterintuitive, but I thoroughly enjoy, and believe it highly beneficial to answer questions with a return question. This is a great way to reinforce the basics. Sometimes it can be as simple as a "Well, what do you think?", or "Let's start with what we know about magnetic fields", and then work our way towards the solution. This also helps to dispel the practice of memorizing formulas and specific ways to execute problems, which tends to happen often with this subject.
While this discipline can be divided into many different areas, the experimental nature of this field persists throughout. Physics allows us to predict the behavior of a multitude of phenomena. It is truly understood by making observations and testing them against theory. As an instructor, I believe that grasping the connection between observation and theory is essential to understanding the fundamental concepts of this science. To see experimental verification of what has been learned in a textbook or class lecture helps to solidify the importance of their studies. A good example of this is having a student observe how Saturn and it's largest moon, Titan, follow Kepler's third law of planetary motion. For this observation, a student will make simple sketches of Titan's position in relation to Saturn. By observing over several weeks, a rotation curve of the satellite can be constructed. This curve can be related to the basic concept of simple harmonic motion, and the period and amplitude of the curve can be estimated. These quantities can then be used in an order of magnitude calculation of Saturn's mass. When a student finds that the mass of Saturn can be calculated within an order of magnitude with only a few simple sketches of the planet and it's largest moon, it really hits home how vital physics is to the world around us.
With a solid foundation of the basics, an encouragement to question, and the ability to observe a theory confirmed experimentally, I believe a student is prepared to comprehend the beauty of physics.
