Oct 19: entrance slip -- scientific language

I wish to address this specific point: "Our teacher, Justin Neely, a young man committed to language revival, explains that while there are several words for 'thank you,' there is no word for 'please.' Food was meant to be shared; no added politeness was necessary. It was a cultural given that requests were made respectfully."

This resonates deeply with experiences from my other classes. Just today, in our Physics class, we discussed how language can pose significant challenges for students, especially for those who aren't native English speakers. There are terms in Physics, like "speed" and "velocity," which, while distinct, can be conflated because not all languages have separate words for them. Many languages might use a single term to describe the rapidity of movement, which could make it challenging for ELL students to differentiate between the two concepts. This reflects the quote above, suggesting that linguistic nuances in different cultures might lead to varied interpretations or expressions of certain notions or concepts, potentially presenting learning challenges for students from diverse backgrounds.

As educators, it's paramount that we foster an environment of openness, ensuring students feel comfortable seeking clarification when they encounter unfamiliar or confusing material. Embracing cultural differences is pivotal. This very idea underscores the importance of indigenizing our classrooms, cultivating a sense of belonging so students aren't hesitant to ask questions. Drawing from the article: "Our teacher tells us not to be discouraged and thanks us every time a word is spoken—thanks us for breathing life into the language, even if we only utter a single word." If we extend a warm welcome and understanding to our students, they'll be more inclined to voice their concerns, ask questions, and deepen their learning.

Oct 5: Exit slip

In today's discussion, we seemed to converge on a conclusion regarding gender issues in the STEM field. The social and cultural influences on this issue are significant. Many girls tend to align with the prevalent societal image of what a girl "should" pursue, often avoiding STEM fields when choosing their university studies. I'm reflecting on whether we can shift this culture to address the gender imbalance. While I believe change is feasible, implementing it correctly is a formidable challenge. For instance, the cultural revolution led by the Chinese communists eradicated much of the valuable culture inherited from ancient China. While changes were indeed effected, much was lost in the process. I use this as an extreme example, but in contemporary society, we often witness polarized views. Many young people fervently support socialism while vehemently opposing capitalism, painting capitalism as entirely negative and socialism as wholly positive. Circling back to gender issues, how do we determine the right expectations for girls? I'm still searching for an answer.

For the inquiry project, I wish to explore "How generative AI impacts students' learning in math and physics." Specifically, I plan to interview teachers and students with experience in the University Transition Program (UTP). I've chosen this focus because of my connections within the program, which should facilitate the project's execution. Next semester, I aim to broaden the scope by incorporating perspectives from the practicum school where I will be working.

Oct 5: entrance slip

Unfortunately, I must disagree with several points made in the article. My personal feeling is that the article is, regrettably, too biased. It seems to want to diminish the usage of grids, portraying alternatives as superior. In my view, adhering strictly to grids and exploring alternatives are both viable approaches, each excelling in different areas. Since the article already expounds on the merits of alternatives, I wish to address the value of the grid system.

I have studied solid-state physics extensively. One of the marvels in this field is the lattice—a periodic structure that fills space. Only a few regular shapes can completely fill 2D/3D space, one of which is the square lattice. The benefit of working with a lattice is the ability to work with periodic Hamiltonians, utilizing Fourier transforms as powerful tools to simplify calculations. Furthermore, many groundbreaking discoveries, such as superconductors, owe their existence to well-structured lattices. I have a deep appreciation for lattices and grids.

Returning to education, I believe teaching with strict grid lines has numerous merits. Students can feel overwhelmed by excessive curves and artistic representations in subjects like math and physics. (For instance, we wouldn’t teach Non-Euclidean geometry in grade school, right?) In reality, having a grid or a set of guidelines to achieve a certain goal can significantly reduce the complexity of a problem. That said, I’m not discouraging the use of curves and grid alternatives; they encourage students to think more creatively and outside the box. To draw an analogy: if a child needs to reach a specific classroom, would they prefer a straight or a winding path? We desire straight paths to avoid getting lost. However, navigating a maze can be enjoyable from time to time.

Sept 28 exit slip

In class, we discussed formatting and mainly delved into how our narrative in teaching shapes and forms preconceptions about math and physics. Our group discussed how we often talk about "the" answer in class or for problem sets, but usually, there are multiple ways to approach the same problem. Physics and math are not rigid and static; they possess a lot of dynamic structures within. In fact, there are even more ways of knowing.

I once heard in a class about a traditional story from indigenous people who correlated a certain tsunami to a big earthquake. The indigenous people predicted an earthquake even before the geologists did. I am by no means belittling geology here, but I believe there is immense value in acknowledging indigenous knowledge.

However, there is an opposing idea that, despite the high degree of freedom in physics, we are still confined when performing any physics calculations. A simple example is the constant we use, the speed of light, which is considered the fastest speed in the universe (a theory not yet refuted), approximately 300 million meters per second. Regardless of our actions, we are constrained to this framework.

These conflicting viewpoints can confuse many students and contribute to the struggle, leading them to believe that physics is only for the exceptionally intelligent. It appears there are numerous rules, and if one does not adhere to them, the calculations will be incorrect. Yet, we still teach students multiple ways to approach a problem. Consequently, students find themselves torn between a seemingly restrictive worldview and a realm filled with vast and open possibilities in calculations. While some may find this aspect exciting, others may feel overwhelmed.

Sept 28 entrance slip: climate worrior

I am completely for fighting against climate crisis. However, there is a point I must point out from this article that I don't like. The first part of the article states that mathematics education gives a mathematical modeling for the students to understand the cause of climate changes. The article also pointed out that the climate is such a complex system that we cannot be sure. In my opinion, this is a bit confusing and intimidating even for teachers. As a physicist myself, I think we should start with a simple model and then let the student explore more difficult models. (Like perturbation theory in which we transform a complex problem into an infinite series of simpler problems.) For instance, we can just build a basic climate model focused solely on sunlight reaching the Earth. This involves a straightforward blackbody radiation calculation, and simple algebra will yield an average Earth temperature of about -17 degrees Celsius. When we introduce greenhouse gases into the equation, we transition to a two-layered model of the same blackbody problem. This adjustment results in an average temperature of approximately 12 degrees Celsius. Clearly, greenhouse gases play a crucial role in determining Earth's temperature. What I want to emphasize is that we cannot simply present a complicated problem and say, "It's complex, but just accept it." There are ways to simplify and glean a qualitative description from straightforward calculations. Next, I genuinely appreciated the section on authenticity. This teaching approach serves a dual purpose. On one hand, we often think that subjects like mathematics and physics are abstract concepts that don't intersect with our daily lives. By giving students tangible figures to compute, such as the Earth's average temperature, we lend more relevance and context to their learning of math and physics. Conversely, offering students a manageable calculation helps bridge the gap between them and the climate crisis. Through real data computation, they can readily discern the significance of human activities. This stands in contrast to traditional teaching methods, where concepts are often abstracted and seem distant. Personally, I believe the climate crisis is one of the top two issues we must address immediately (the other being the tyranny of the Chinese Communist Party). We find ourselves at a critical juncture where even slight missteps can have cascading effects. However, the future appears less bleak than it did a few years ago. Many nations are now acting in unison. There's an increased investment in clean energy, and efforts are underway to reduce our carbon footprint. The general public is well-informed about the issue, with many taking proactive steps. We must remain steadfast, and I'm confident we'll find a solution.

Sept 21: exit slip

I'm loving it so far. I have been looking forward to the class every week in the garden. This week we focused on crafting, backsourcing, and learning. Following the train of thoughts from my entrance slip, I thought backsourcing gives us a moment to reflect. However, to be really honest, when I was making the rope, I wasn't thinking about anything. I was so concentrated on making the rope, I didn't spend much time appreciating the craft. But I am by no means saying that backsourcing is bad for reflection. Instead, during the crafting time, we might not be able to think and reflect. So, we should allow some time after the craft to reflect on what we have done. Additionally, the fact that I am not thinking during crafting is also very good. I really need some time to space out from the heavy course load. That brings us back to teaching. As current society becomes more and more advanced, students need to learn more and more complicated skills. This is not necessarily a bad thing, but I think that working on a crafting project will help students to regain peace of mind and have a healthier mental state.

Apart from that, I really liked the bonding experience in the class. I think this is completely off track of the class's scope, but now that I think about it, it is perfectly fine. Science education is about exploration; we should not be restricting ourselves to a small box of planned curriculum. In fact, we made a kite that can fly some distances. It is an achievement that we should not look down on.

Sept 21: Backsourcing

Great article! I've always been searching for a term to describe activities where we take the initiative to do things ourselves, but in a more serious or thoughtful manner than what "DIY" usually implies. To me, "DIY" often conveys a sense of casualness or just-for-fun projects. I find "backsourcing" to be a more fitting term, as it essentially serves as the antithesis of outsourcing. It signifies that we're reclaiming some of the tasks or production that we've previously outsourced to others.

Additionally, I aim to infuse this concept of backsourcing with a reflective component. For instance, while working on a project like a multi-strand braid, I'll take moments to contemplate the challenges I encounter. This self-reflection helps me appreciate the intricacy of the work and fosters a deeper understanding that I shouldn't take the things I use daily for granted.

Moreover, the act of sourcing materials for these projects also offers a moment for reflection. Rather than simply purchasing "raw materials" from a local store, I find that backsourcing encourages me to think more critically about where these materials come from in the first place. This adds another layer of awareness, helping me to better appreciate the interconnectedness of human society and the complexity of the systems that provide us with these resources.