Teachers tell students not to fear mistake making: this week I modeled good behavior and lead by example. Thankfully my professions of ignorance were known only to my teacher, he is a teacher of teachers, a teacher teacher, a cher-tea-CHER-TEA-CHER if you’re an oven bird or an oven bird.
The audience of non-physics educators all laughed right along with me. The assignment was to compare the Massachusetts Physics Education Frameworks with the National Science Education Frameworks. One problem, I claimed, was how the topic of electrical resistance in metals is included with the discussions of sound and light wave propagation. Our teacher, a physics teacher, was also smiling, though he no longer accompanied it with the nodding of seeming agreement as he had been for the rest of the presentation. The lack of the nod registered, though I put it aside for the moment.
That evening while studying fusion and fission and radioactivity, what did I discover, that to correct for the inaccuracies of the classical model of resistance, the free-electron model of metals is used which accounts for the “WAVE NATURE OF THE ELECTRON.” and, yes, in my mind the sentence was printed, projected, and proportioned in all capital letters. Dup.
Research first, profess later.
