September 4

COVID And Climate Change Social Sciences Are Vital

COVID And Climate Change Social Sciences Are Vital

What are Australia’s three greatest sciences challenges in the next five to ten years. How will social science help to solve these problems? These questions ask by the Academy of the Social Sciences in Australia in a discussion paper that publish earlier in the year. This review was prompt by cuts in social science disciplines across the country. Teaching takes precedence over research.

One Group of Eight university proposes to reduce the number of sociology and anthropology staff from nine to 1. The social sciences will see positions reclassified from research and teaching to teaching-only. Research funding is also shifting to applied research. Federal government is looking for research that engages more with industry and can demonstrate that it contributes to national interests.

Other long-term trends are also threatening. This confluence of funding cuts and revenue loss from international fee-paying students is a result of funding changes. In the 1980s successive federal governments have eroded the value of social sciences in comparison to science, technology engineering, and mathematics (STEM).

This policy changes the purpose of Australian universities. It now aims to produce job-ready graduate, and places more emphasis on engagement with industry. Restructuring funding seen as an investment in science. Social science students have seen their fees rise.

Social Science Expertise Needed To Solve Today Problems

This is all happening during a period of pandemics when the social sciences are more important than ever. It is vital that science and social sciences work together in order to meet the challenges we face.

To name just a few, the pandemic highlighted issues like attitudes and behaviour change, fake information and the politics in science, vulnerability of those in care, roles, responsibilities and gender disparities in the pandemic’s effects, as well as the role and responsibilities of government and citizens. Understanding the cultural and social diversity that underpins people’s beliefs and values, and how they interact in a global emergency is key to addressing these issues. Social scientists are responsible for this.

Gender analyses of COVID-19’s impacts have shown, for example, Women are 22% more likely than men to lose their job. 20 million girls in the world will never go back to school. A paltry 23% target women’s economic security in emergency aid. Because of systemic gender inequalities, these impacts will likely be lasting. To remedy these impacts, we must understand the context of social and cultural structures.

Social science research is what reveals the extent to which the pandemic has exacerbated the precarity of women and the inequality they face. Cultural norms around the globe limit women’s mobility and independence, and place them in unpaid care work.

The hardest hit sectors, such as education, social care and education, are where women are concentrated. The social sciences provide students with the tools to address complex problems in 21st-century society beyond the pandemic. The social sciences offer the ability to. Understanding the nature of individuals, communities, and cultures (the human condition).

Gain A Wide Comparative View Of Current World Issues And Questions

You will be able to see how the crises in this century have an impact on how you live. There are many fields of study, including sociology, anthropology and gender and race, Indigenous studies and political science. The social sciences are directly applicable to many pressing issues. These include pandemics and vaccine hesitancy; climate change; race and gender relations; inequality and poverty; mass migration and refugees and authoritarianism.

News events give us an insight into complex social phenomena. This requires social science analysis. Black Lives Matter, #MeToo and March 4 Justice are just a few examples. The Federal Court victory for a group comprising teenagers, who means that the environment minister is responsible for protecting children from the harmful effects of carbon dioxide emissions.

Sociologists, anthropologists, and political scientists have the evidence to help us apply solutions to global issues in local settings. We have the science to stop the spread of COVID-19, and we can create vaccines. How can we make the necessary social and behavioral changes to sanitation, vaccine uptake and mask-wearing? How do we turn science into policy?

Another example is that it’s one thing understanding climate science but how can we ensure that people are aware of what they can do in their daily lives to make it better? Social scientists provide insight into the reasons why certain social changes occur or not through expert analysis and translation.

Are You Sciences Job-Ready?

Social scientists are in high demand and have never been more so. Social scientists are found in the public and private sectors. They work in community and international development as well as refugee and humanitarian agencies. Social science graduates are valued by employers for their communication skills, analytical skills, cultural awareness, and effective communication. Arts, social sciences, and humanities graduates are much more employable than scientists.

We should have been reminded by the pandemic why social and behavioural sciences are so important to align human behaviour with experts’ advice. Pandemics are complicated social phenomena that we have come to realize. It is extremely short sighted to divest from the social sciences in this critical moment.

September 4

Not Your Science Teacher Was Einstein

Not Your Science Teacher Was Einstein

Many high school and university students have heard the phrase your teacher was wrong. This accusation made against us before, both as former teachers and practicing scientists.

While those with advanced science knowledge including students lecturers might say that their teachers were wrong, incomplete may be more appropriate. These teachers probably had the right idea in choosing age-appropriate models of science and teaching them in an age-appropriate manner.

Einstein might present content to students in year 7 that beyond their comprehension if he to be presented to them. This illustrates a common misconception about what and taught in schools.

Teaching At The Level And Needs Of Students

Learning is gradual because of our cognitive development. There are different stages depending on age. The best pedagogies for teaching are those that can help students acquire knowledge and skills in a way that is compatible with their cognitive development. This article will demonstrate the gradual evolution and progression of education by using science’s understanding of forces.

Forces taught in Australian schools from the year 12 foundation onwards. Students learn science inquiry skills, not just science facts, throughout their education. This is especially true in primary education. This can be done in the context of all science topics, even forces.

Learning Is A Journey That Takes You Through Stages Teacher

Before a child can learn science, they need to acquire language skills by engaging in book reading especially picture books with adults.

Play-based learning is important in preschool and kindergarten. It uses early learning principles. To see which object falls faster or sinks faster, you might drop feathers or rocks to test the effect. This could lead to comments such as heavy objects fall faster and “heavy items sink. This is wrong, as air resistance and density relative to water not being consider. However, it is acceptable for children five years old.

They are beginning to observe the world and make sense of it through curiosity play. Children might not be able to fully understand complex topics until they can use proportional reasoning.

Junior high school students are expose to Newton’s Laws of Motion by participating in experiments. They typically use traditional equipment like pulleys, weights, and trolleys. However, they can also use online interactives.

Senior years students study uniform acceleration and its causes. Students need to be able to perform first-hand investigations such as using video analysis and launching balls into the air. They also need to have higher math skills in order deal with the complex algebra. They should consider friction, but it is not normal to ignore it at this level.

This topic is particularly well-suite for online simulations. Simulations have shown to have statistically significant positive effects on student learning, especially when they are student-centre. They are very helpful when learning at home in lockdown.

Take A Look At The Simulation

The students then learn Newton’s Universal teacher Law of Gravitation. Students will now need to use higher math skills with more algebra and possibly calculus. This model cannot fully explain Mercury’s orbit, but it was sufficient to guide us to the Moon.

Undergraduate students will learn Einstein’s General Theory of Relativity, which is a theory that gravity is not a force between objects but a warping of spacetime through masses. This helps them get beyond Newtonian Physics and its limitations. Students must have the mathematical skills to solve Einstein’s nonlinear field equations in order to tackle this material.

Science Is Never Complete Teacher

Have we now reached the right view? General relativity doesn’t provide an adequate explanation. Theoretical physicists work on a quantum theory for gravity. We still don’t know how to reconcile quantum mechanics and gravity, despite a century of research. Even this model is incomplete.

Teachers aren’t wrong, they are just being incomplete. Einstein was incomplete. How can we avoid making such accusations?

The answer may lie in the language we use in class. Instead of saying This is how it looks we should say One way to look at it is or One way you can model it is, not as an opinion but as a matter complex. This allows teachers to talk about the idea or model while also hinting at deeper realities.

Is Einstein really wrong? Although Einstein is correct, it is important that we recognize that our models for gravity and forces are imperfect, just as most other scientific endeavours. This is why academic research is so important.

Our teachers are skilled at introducing students and guiding them to more sophisticated models in order to help them better understand the world around us. This is in line with their cognitive development throughout childhood.

Learning is not a destination. It’s a journey. Einstein’s aphorism states that. Everything should not be complicated, but it shouldn’t be simpler.

September 4

Students Love Learning Real Modern Physics

Students Love Learning Real Modern Physics

Why is middle school students losing interest and enthusiasm for physics? What is Australia’s performance in science, technology engineering, mathematics (STEM)? The Einstein-First Project believes it has the answer. This is because the students’ online experience with science is completely at odds with the school curriculum.

National Science Week was my opportunity to speak to 650 students ranging in age from 5 to 11. I asked them if they’d heard of black holes. Minimum 80% of them raised their hands. What are the black holes in school curriculum? We don’t. Because 19th-century Physics is all about curved time and warped space, it’s impossible to talk about black holes.

Our students have made it abundantly clear that science school is not about old stuff. Modernizing the curriculum is essential. We need to replace 19th-century concepts by 21st century concepts and teach all students the language of modern Physics, beginning in primary school. Today we launch our book Teaching Einsteinian Physics in Schools. It design to lead a revolution in school science beginning at year 3.

Young Students Grasp Einsteinian Concepts Physics

The conceptual revolution began with Einstein’s 1905 discoveries. The last steps, Einstein’s theory of gravity in 1915, and de Broglie’s 1924 discovery, that all matter has a combination of bullet and waviness (normally known as wave particle duality), were fundamentally changing physicists’ ideas about space, time and radiation. These discoveries form the basis of almost all modern technology.

Ten years ago, I ask my colleagues. It possible for Einsteinian concepts to be taught in primary school? They replied. No. First, you must learn Newton’s Physics! I was blunt in my response! I responded bluntly! It states that things can travel arbitrarily quickly and gravity travels instantly, time is constant everywhere, mass and energies are independent, and the universe works like clockwork.

Our initial trial taught Einsteinian Physics in a primary school. The most amazing thing about our initial trial the fact that children did not seem to be surprise by the idea. They simply took it in stride. The trial was repeat eight times in various primary and secondary schools.

The students taught that light is compose of photons with a combination of waviness, bullet, space curvature and geometry changes, and that there is time on top of mountains. They were not surprise by any of this. It was a hit with the children. A teacher in year three said.

By the end, they had master vocabulary and understood concepts that were not normally taught until high school. It was hard to get them away from their activities. Surprisingly, they accepted concepts that teachers and adults find difficult.

It’s Easy To Learn By Doing And It’s Great Fun Physics

Activity-based learning is a favorite with the children. They also love toys so toys are used whenever possible. Toy photons are created using Nerf gun bullets, pingpong balls as toy electrons, and toy molecules that are made from magnetic tennis balls and/or ping-pong ball.

To increase the bulletiness of toy cars, we sometimes use them as photons. We also use objects with greater mass to increase their bulletiness (i.e. Momentum. These toys enable experiments such as the dissociation toy molecules by toy ultraviolet photons. This allows us to understand why UV light can cause DNA damage and skin cancer and why radio (and even 5G!) are so popular. Photons have less bulletiness, which makes them safer.

The explanatory power of Einsteinian Physics is immense, regardless of whether it’s at quantum interactions or gravity. Einsteinian gravity refers to space as elastic fabric. Our two-dimensional spacetime toy is made of lycra. You can easily measure the stretching of time and space by rolling different balls on the Lycra. As the video below illustrates, almost all gravitational phenomena are easy to observe.

These spacetime simulators are a favourite among students of all levels. They learn how photon trajectories can be deflected in curving space, how gravity gradient forces tear apart comets, and how orbits change their orientation (called precession). A year 7 teacher stated. It makes it easier to talk with students about interesting topics, such as the latest black hole discovery.

Learn From The World Around You To Make Sense Of It

Climate change is cause by the absorption of infrared light photons from CO2 molecules. Students can explore how a CO2 molecule vibrates in comparison to an O2 molecule using magnets. They also learn about the causes of photon absorption. Our toys are combine with low-cost, real devices such as solar panels and electric drills.

Laser pointers enable the exploration of the wave nature of light in a variety of interference experiments. Solar panels are perfect for electricity and energy studies at elementary and middle school. They demonstrate bulletiness and photons ejecting electrons. A solar panel can drive an electric drill 12V, which can be use to lift, create frictional heat, and use energy that comes from converting photons into a stream electrons. This is the photoelectric effect for the Nobel Prize

Helping Teachers Overcome Fears Physics

Teachers the biggest hurdle to Einsteinian Physics being introduce. Teachers still find it difficult. With no science backgrounds can grasp the idea that space shapes can be measure using geometry if they presented first.

The teaching Einsteinian Physics to Schools is based upon international experience that includes more than 20 authors. It written at the level require for teachers and includes some material for senior high schools.

Because these scary equations, regardless of Einsteinian and Newtonian, are not part of the school curriculum, it is completely free from them. We instead teach a lot about how to deal both with the large and small numbers that we need to think about in order to understand the universe.

Physics is not a major for most students. Einstein-First’s goal is for all students to complete the compulsory years with basic knowledge and vocabulary about the physical universe.