June 2018 Gordon Research Conference: Physics Research and Education – “Energy as a Subtle Concept”
Nancy Ruzycki, University of Florida
Dawn Meredith, University of New Hampshire
The Gordon Research Conference on Physics Research and Education has been bringing together a community of researchers, educators, and education researchers since 2000. Although the underlying theme of Physics Research and Education is a common thread for this GRC, every two years the focus of the meeting changes. The June 10-15, 2018 conference at Bryant College in Smithfield, RI will focus on energy. The Physics Research and Education conference is unique among the GRC’s as it highlights the work of leaders in a focused content area of physics, in physics education, and in physics education research to discuss how to make the chosen topic accessible and compelling to our students.
Energy is a cross-cutting topic in all sciences and engineering. However, many of the core energy ideas taught to students are not consistent within the physics community, or between physics and other disciplines like life science and chemistry. Energy is sometimes regarded solely as an accounting principle, a calculated quantity representing an abstract idea, not a physical construct. Unlike matter, it is difficult for students to construct a physical representation of energy, and they often struggle to understand energy as a conserved quantity. As Richard Feynman noted in a speech to teachers; “Energy is a very subtle concept. It is very, very difficult to get right.” [5]
The energy researchers will share their work in cutting-edge topics in energy research: energy harvesting in several contexts [1-2], dark matter [3], energy efficiency [4], energy storage, and energy flow modeling. These transformative topics in energy research can be used as application examples in the teaching of undergraduate physics students, and the public.
The education speakers will look at the teaching of energy from several perspectives: embodied cognition, conceptual metaphors [6], how to present a more coherent understanding of energy across the disciplines of chemistry, biology, and physics [7,8], and students’ productive ideas about energy [9,10], as well as new courses on energy [11].
See our website for the program details and registration »
This year, for the first time, the GRC will be preceded on Saturday and Sunday by a Gordon Research Seminar (GRS), whose purpose is to give junior researchers (graduate students through Assistant Professors) a forum to discuss their work and work with mentors. The title for this year is “Using Energy Models to Teach and Understand Complex Physics Problems in the Research Lab and Classroom.” The keynote speaker is Dr. Rachel Scherr of Seattle Pacific University who will speak on “Approaches to energy instruction and education research.” The GRS website is open for registration.
The format of the GRC conferences promote open discussion and community building. Afternoons are free each day for in-depth conversations, attendance is capped at 200 to promote a sense of community, and the GRC “off the record” policy for all communication encourages and protects open communication about new ideas.
Generous contributions towards the funding of this conference has been provided by the APS Topical Group on Physics Education Research, APS Forum on Education, American Association of Physics Teachers (AATP), AAPT Physics Education Topical Group, the Gordon Research Conferences, and NSF Grant 1744229. A continuously updated list of sponsors is available on our website.
Nancy Ruzycki and Dawn Meredith are co-chairs of the 2018 GRC on Physics Research and Education. The co vice chairs are Drs. Shane Larson (Northwestern University) and Sean Robinson (Massachusetts Institute of Technology). The GRS co-chairs are Serena Eley (Los Alamos National Lab) and Daryl McPadden (Florida International University).
Endnotes
- S.V. Boriskina, H. Zandavi, B. Song, Y. Huang, G. Chen, "Heat is the new light," Optics and Photonics News, 28(11) 26-33, 2017.
- C. Dagdeviren, Z. Li, Z.L. Wang, Z.L., “Energy Harvesting from the Animal/Human Body for Self-Powered Electronics,” Annual Review of Biomedical Engineering, 19, 85-108, 2017.
- Philippe Brax, Carsten van de Bruck, Anne-Christine Davis, Justin Khoury, and Amanda Weltman, “Detecting dark energy in orbit: The cosmological chameleon,” Phys. Rev. D 70, 123518 (2004).
- Mara Prentiss, “Energy Revolution: The Physics and the Promise of Efficient Technology,” Belknap Press, 2015.
- Richard Feynman, Address "What is Science?", presented at the fifteenth annual meeting of the National Science Teachers Association, in New York City (1966), published in The Physics Teacher, volume 7, issue 6 (1969), p. 313-320, http://dx.doi.org/10.1119/1.2351388
- Tamer G. Amin, Fredrik Jeppsson, and Jesper Haglund, “Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to special issue.” International Journal of Science Education, 37:5-6 (2015), 745-758, DOI: 10.1080/09500693.2015.1025245.
- Melanie Cooper and Michael W. Klymkowski, “The Trouble with Chemical Energy: Why Understanding Bond Energies Requires an Interdisciplinary Systems Approach.” CBE – Life Science Education, 12 (2013):306-312.
- B. W. Dreyfus, B. D. Geller, J. Gouvea, V. Sawtelle, C. Turpen, C., and E. F. Redish, “Ontological metaphors for negative energy in an interdisciplinary context.” Phys. Rev. ST—Phys. Educ. Res., 10 (2014): 020108.
- Benedikt W. Harrer, Virginia J. Flood, and Michael C. Wittmann, “Productive resources in students' ideas about energy: An alternative analysis of Watts' original interview transcripts.” Phys. Rev. ST - Phys. Educ. Res., 9 (2013): 023101-1 023101-5.
- Hannah C. Sabo, Lisa M. Goodhew, and Amy D. Robertson, “University student conceptual resources for understanding energy.” Phys. Rev. ST Phys. Educ. Res. 12 (2016): 010126-1.
- Robert Jaffe and Wasghington Taylor, https://ocw.mit.edu/courses/physics/8-21-the-physics-of-energy-fall-2009/