Empowering Future Leaders through Discovery-Based Physics Learning
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In a recent classroom encounter, a student asked, “How much quantum computing power is necessary to break 128-bit RSA?” This question, filled with intricacies, reminded me that our course’s goal wasn’t to dissect the complexities of physics but rather to equip students with a practical grasp of the concepts, enabling them to make scientifically sound decisions.
After a brief pause, I replied, “There’s no straightforward answer due to the many variables at play, and I’m not an expert on every detail. However, based on some quick calculations from a research paper, it seems we would need between 6,000 and 60,000 qubits to break 128-bit RSA, which is commonly used for secure online communication. Currently, we’re far from this, as Google’s largest chip has just 72 qubits.” I then shifted the discussion to our day's topic: “How realistic is the fear that internet communication may soon become outdated?”
Reflecting on this moment, I realize that when I began my role as a Graduate Student Instructor (GSI) for the “Physics & Technology for Future Presidents” course in January 2018, I never anticipated tackling such inquiries. This course, designed by the esteemed Professor Richard Muller, has been voted “Best Class on Campus” multiple times.
I not only faced a lack of advanced physics knowledge but also had no prior teaching experience. Over the months, however, I learned to research physics concepts and respond to such inquiries. Through determination, I transformed my initial anxiety about leading discussions in this challenging course into one of the most rewarding experiences of my graduate journey.
I developed curricula for various open-ended physics topics, including earthquake prediction, LIGO, space exploration, nuclear terrorism, quantum computing, solar energy, and climate change. Across two semesters, I taught over 200 undergraduates from diverse majors at UC Berkeley. I relished the opportunity to create engaging lectures, facilitate discussions, and learn from my students. Below are some insights I gathered from my experience as a GSI.
Engage All Learners through Diverse Teaching Methods
Initially, I relied on PowerPoint slides for my presentations, a familiar medium. However, while taking a “Data Visualization” course at Haas Business School, I discovered the importance of presenting information in varied formats. Learning styles differ, and it became clear that my teaching should reflect this diversity rather than catering to just one learner type. As I prepared for my discussion sections, I explored various resources, including other lecturers' notes, textbooks, and educational videos like those from Kurzgesagt. I realized that my students deserved more than monotonous slides; they could benefit from a mix of teaching strategies.
Consequently, I began to diversify my approach, incorporating peer discussions, quizzes, pre-lecture readings, assignments, videos, and even audio clips (like LIGO’s gravitational wave chirp). This mixed-method approach not only engaged all types of learners but also prevented students from becoming bored due to repetitive styles. I liken this strategy to the varied exercises in workout routines designed to ensure comprehensive development.
For instance, during a session on nuclear energy, I presented a video showcasing nuclear waste at a power plant. This prompted a student to share his familiarity with the San Onofre plant, located near his high school. Despite understanding the risks of the waste, he advocated for nuclear energy, citing that 1 kg of U-235 produces 2–3 million times more energy than the same mass of coal or oil.
This sparked a lively debate on balancing the benefits of nuclear energy against the risks of contamination. The student’s ability to connect the video to his personal experience likely enhanced his retention of the lesson's key points, illustrating the effectiveness of varied teaching methods.
Discovery-Based Learning Fosters Innovation and Diverse Perspectives
My initial encounters with physics, both in school and college, revolved around memorizing scientific laws and formulas, leading many of my peers to dislike the subject. Teaching this course prompted me to reflect on why I had become disillusioned with physics. A significant factor was the disconnect between theoretical concepts and their real-world applications. In this UC Berkeley class, experienced faculty introduced essential physics concepts, while I facilitated discovery-based learning during discussion sections, allowing students to ask their own questions rather than simply receiving answers.
Discovery-based learning is an inquiry-led, constructivist approach where students tackle problems based on their previous experiences and existing knowledge. They engage with the world by exploring, questioning, and experimenting.
To create a discovery-oriented environment, I would begin classes with open-ended prompts related to current events, scientific paradoxes, or policy dilemmas. For example, during a climate change discussion, we considered whether the world could rely solely on renewable energy sources. I suggested that harnessing solar energy from just 1% of the Sahara could power the globe. While some students agreed, concerns about the necessary investment for solar energy storage and transmission emerged. One student even preferred investing in space mining, referring to previous discussions on private sector initiatives like Moon Express.
Students with diplomatic backgrounds expressed skepticism about lobbying against powerful oil and gas interests, asserting that such initiatives might be doomed to fail. This example showcased how discussion-driven education allowed students’ diverse backgrounds to enrich the learning experience, creating insights greater than the sum of individual perspectives.
Preparation Is Key, Even Without All the Answers
At times, my own exams and assignments limited my preparation time for lectures, resulting in less confident presentations and a fear of disappointing my students. These experiences taught me that inadequate preparation led to anxiety and unsatisfactory lectures. Even if students found my sessions acceptable, I knew my content didn’t meet my standards.
To be an effective instructor, it was crucial to dig deeper, anticipate questions, and ensure I addressed them thoroughly. While thorough preparation didn’t make me an expert able to answer every question, it often allowed me to guide students in the right direction. Perhaps the most significant benefit of my preparation was the boost in my confidence, rather than my ability to respond to every inquiry on the spot.
The Importance of Scientific Knowledge for Future Leaders
Science involves studying the natural world through hypotheses, evidence collection, and testing these hypotheses to accept or reject them. Physics seeks to answer fundamental questions about the universe using scientific methods. Technology, in turn, applies scientific principles to develop solutions.
Today's technological advancements, from computing to medicine, stem from breakthroughs in physics. As technological progress drives global events, students across all disciplines aspiring to be future leaders—whether in corporations, NGOs, academia, or government—must grasp these concepts. This understanding enables them to formulate policies and make decisions rooted in scientific truths rather than personal biases or misinformation.
In a class discussion on air pollution, I assigned a reading on pollution mapping. One student from China expressed surprise at the numerous ways pollutants harm people, noting that nearly 4,000 daily fatalities in her country are linked to air pollution. She admitted that she hadn’t encountered scientific evidence on such matters in her political science studies. This realization marked a turning point for her; she now recognized the importance of scientific understanding before evaluating political issues.
While defining truth can be challenging, the scientific method remains one of its most reliable sources. It may not be flawless, but it provides a strong foundation for policy-making.
Reach out on LinkedIn or Twitter if you have any questions about discovery-based teaching.
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Upon joining UC Berkeley, I was already passionate about enhancing education through digital means. This experience has further fueled my desire to design and teach courses that cultivate well-informed leaders of tomorrow. I am eager to contribute to such initiatives, whether in academic programs or summer camps. If you are aware of any opportunities, please let me know!