DOCSLIB.ORG

INSTIT7ION Cormission on Coll

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
INSTIT7ION Cormission on Coll r.00TIMENT PFS0ME rp 045 236 SF 007 TITtF Cormission on College 111,vsics Newsint+er ':umler 20. INSTIT7ION Cormission on Coll. Physics, College Park, Md. Ptl VAT Son el NOTE 12n. AVAILABLF FPCY Commission on College Physics, 4'321 uertwick Poad, College Park, FM. 20740 Fr^ol FPPS PRT_CE FDPs Ft-ice MF-T0.2c PC-fn./0 OFSCPIPTOPS Enrollment Trends, *Physics, *Physics Teachers, Seconlary School science, *Sturlent 7nterests, Teacher Education, *Teacher Trnrovement, *Teacher Pecruitment ABSTPACT This newsletter contains five racers which were delivered at a session of tie Panel on the Prneparation c,f Physics Teachers. The pavers focAs on the general tonic of recruitment and prenaration of high physics +cacl.ecs. Sore of the important iES40S considered in the articles include poor !reacher nrenaraticn, incline of student enrollment in physils, student value shift toward the social sciences, lick of relevancy in physics inctrurtion, Gritici,mcf rresent college proorams, nreluelices toward teacino, and decline of orrplovment in physics. Suggestions are included Per teacher training proatins and stratenins. (1)P) At the 1969 Summer Meeting of the AAPT, held this past June in St. Louis, Missouri, the Commission's Panel on the Preparation of Physics Teachers (PPPT) organized cue morning session devoted entirely to in- vited papers and open discussion on the recruitment and preparation of high school physics teachers. The invited talks were: Ben A. Green, Jr., MITThe Background Robert B. Bennett, CCPThe Present: A Con- ference Repast Melba Phillips, U. of ChicagoDo We Really Need More Physics Teachers? Richard H. Sands, U. of MichiganIs there an Ex- citation Energy? E. Leonard Jossem, Ohio State U.Where Do We Go From Here? We were urged, by those attending this meeting, to use the relatively rapid and wide circulation of the CCP Newsletter to publish these five talks in the hopes of sustaining and expanding the considerable enthusiasm and genuine concern generated by this session. The Commission on College Physics has long been I 11 concerned with secondary school physics problems and, since its establishment by the Commission in May 1966, the Panel on the Preparation of Physics Teachers (PPI'7') has devoted its Owls toward translating this concern into programs for action within physics departments. In June of 1967, the PPPT sponsored a week-long workshop at the University of Minnesota which resulted in the publication of the Comission's widely distributed re- port, "Preparing High School Physics Teachers." Along with a review of pertinent statistical data, the report pre- sented a design for implementing a teacher preparation progreen, outlined a three-leveled physics curriculum to meet time various backgrounds and career goals of pro- spective teachers, gave (vi/get of some existing pro- grams. and made suggestions for student recruitment. It I Ol1111.111 Of PS illa ..!Ists3 t1H 11114 The report A41 proven to be instrumental in awakening OHIO Of ItaUti011 members of the profession to they responsibility in as- suring the existence of well trained high school physics teachers and several universities are considering or have ems1000rall PIS eta tiPPOOUM 111011 is Horn I;! nit KISOI Ol Olist/oce toritstlt 11 IOM Ot rty 0$0101 already begun programs. Still 04 Hit WHISSIPtt tt Hallo team atilt is II Kil+01 To further stimulate this adtonee, the PPPT sponsored PON* fot Mkt a conference just prior to this year's AAPT Summer Meeting which brought together college and university representatives from institutions which have vigorous ongoing teacher preparation programs and others which he shown promise in the establishment of such pro- grams. Robert Renne.r article reviews that conference. For the future, the Commission plans to publish revised version of its report, "Preparing High School Physics Teachers," which is now owl of print. to advance of publication, we will gladly maintain a list of those persons desiring copies. 1 The Background Ben A. Green, Jr. First, let me say that there are many people here to- Teachers, Characteristics and Service Loads, "" that, in day whose qualifications to speak on the history of today's effect, most people who teach physics in high school are topic far exceed mine. While some of you have been not prepared to do so by their college training. To be working on the supply of wellprepared high school specific, I will quote for you the fractions .-)f physics classes physics teachers for twenty years or more, my involve- taught by persons whose college transcripts show less ment with this problem began only two years ago when than18 semester hours preparationinphysics. But Iwas a staff member of the Commis ion on College first, consider the corresponding statistics for the other Physics and John Fowler asked me to work with the sciences. In biology, only 21% of classes are taught by Panel on the Preparation of Physics Teachers. At first, such underprepared teachers. In chemistry, the fraction is I did so out of a sense of duty. However, as the Panel 34%; in mathematics {high school only)the fraction taught me the magnitude and seriousness of the prob- is only 23%. In physics. the traction is 66%. lem, I was enlisted wholeheartedly into their attack on This one statistic tells us several things. It tells us that it. we should not be surprised to find that, for the most Appointed in May of 1966, the Commission's Panel on part, high school physics is not well taught. It tells us the Preparation of Physics Teachers began their inquiry not to expect that new curricula for high school physics into the problem by first collecting same background will be, in themselves, dramatically effective in increas- data. They asked Tom Joyner, who preceded me as staff ing the quality of the courses. It also helps us diagnose liaison mm, to make an informal survey of the univer part of the difficulty; the trouble is not with the high sitics in the United States to find out what resets ice school. While both poor salaries, which in the past have programs they were operating for physics teachers and prevented competent people from teaching at all, and how many such teachers they produced per year. poor working conditions in the schools are obstacles to The replies to Tom's inquiries gave the Panel its first the person who wants to teach physics, they are just as shock. We found that everybody had a problem, but much obstacles to the one who wants to teach chemistry. that nobody produced any teachers. To be more pre- Yet the chemistry teacher is twice as likely to be prepared cise, we could find only two institutions, out of the 1700 at the 18 semester hour level or better. The trouble is :nstitutions of high' r learning in this country, which with physics. produced more than ten physics teachers per year, and As the Panel recovered from these btnes and began only ten schools which produced at least five physics to consider what to do about it, other facts became ap- teachers per year. We form,' that the largest, most re- parem. Consider the problem facing the high school spected physics departments typically produced only one principal who most hire a physics teacher. The percent- physics teacher every five years. age of high school students who take physics has been We were depressed even further to read in the NSF dropping for many years. Several years ago the fraction report, "Secondary School Science and Mathematics taking physics was about Now it is Ices than 20%, and the trend shows no sign of slowing down. Low en- rollments mean that the principal cannot hire a person Ben A. Green, jr. is now at the MIT Fdweation Re- to teach only physics. Most people who teach physics starch Center. After taking his Ph.D. at johns must be ptimatily teachers of something else. Accord- Hopkins in 1956 he did applied physics for Rendix ing to the NSF snivel, only 4% of the physics teachers Radio and metal physics research for Union Car- taught only physics. The number who teach only one or bide. In 1961 he joined Care Western Resent two classes of physics is 81%. University, where his interest in ptogtatrned in- 11963 Re pott ot a surety by the Natkets1 Armistioft c4 State struction Ilowrished alongside his work in low Director. et Teacher relocation sod Cettikstion and the Ametitsit temperature ealorimetry. lie served on the staff of t/mist/oil lot the Vitsftteitstnt et klettet tot the Naiimal Sciehet the CCP dyeing 1967-6S before joining the FRC. tootAstioft. Itctited Witte* to be published in 1964. 111111211111111111116 111111111111111111P 2 I won't burden you with more gloomy statistics. The search man is, and his tolerance for lengthy problem situation looks bad; the solution must be complex. Any- solutions is correspondingly less. In any event, ere ex thing you pick out to work on is influenced by other perience of departments who recommendtheirso- facto's. Enrollments are down because the courses are called R-curriculum is that those who graduate from it either too hard or too dull. The courses are poor be- seldom enter the classroom. cause the teacher's heart is with his own subject, not phys 3. The sequence of courses will affect recruitment ics. And the school cannot afford a physics specialist and must accomodate the likely sources of students. because the enroli,nent is so low. Thus it must be possible to en:er the program as late The Panel chose to attack the problem at a sensitive as one's junior year, and still get at least 18 semester nointthe university physics department, for itis the hours in physics as a minor subject.
Load more

Recommended publications
  • The Physical Tourist Physics and New York City
    Phys. perspect. 5 (2003) 87–121 © Birkha¨user Verlag, Basel, 2003 1422–6944/05/010087–35 The Physical Tourist Physics and New York City Benjamin Bederson* I discuss the contributions of physicists who have lived and worked in New York City within the context of the high schools, colleges, universities, and other institutions with which they were and are associated. I close with a walking tour of major sites of interest in Manhattan. Key words: Thomas A. Edison; Nikola Tesla; Michael I. Pupin; Hall of Fame for GreatAmericans;AlbertEinstein;OttoStern;HenryGoldman;J.RobertOppenheimer; Richard P. Feynman; Julian Schwinger; Isidor I. Rabi; Bronx High School of Science; StuyvesantHighSchool;TownsendHarrisHighSchool;NewYorkAcademyofSciences; Andrei Sakharov; Fordham University; Victor F. Hess; Cooper Union; Peter Cooper; City University of New York; City College; Brooklyn College; Melba Phillips; Hunter College; Rosalyn Yalow; Queens College; Lehman College; New York University; Courant Institute of Mathematical Sciences; Samuel F.B. Morse; John W. Draper; Columbia University; Polytechnic University; Manhattan Project; American Museum of Natural History; Rockefeller University; New York Public Library. Introduction When I was approached by the editors of Physics in Perspecti6e to prepare an article on New York City for The Physical Tourist section, I was happy to do so. I have been a New Yorker all my life, except for short-term stays elsewhere on sabbatical leaves and other visits. My professional life developed in New York, and I married and raised my family in New York and its environs. Accordingly, writing such an article seemed a natural thing to do. About halfway through its preparation, however, the attack on the World Trade Center took place.
    [Show full text]
  • Press Release (PDF)
    American Association of Physics Teachers FOR IMMEDIATE RELEASE Mary Beth Monroe Recognized for Creative Leadership in Physics Education College Park, Maryland, United States, October 29, 2009 —The American Associa- tion of Physics Teachers (AAPT) announced today that The Melba Newell Phillips Medal has been awarded to Mary Beth Monroe, Professor of Physics at Southwest Texas Junior College, in recognition of her creative leadership and dedicated service that have resulted in exceptional contributions within AAPT. The Medal will be presented to at a Ceremonial Session of the AAPT Winter Meeting at the Washington Marriott Wardman Park in Washington, DC, on Monday, February 15, 2010. Lila Adair, Chairman, AAPT Awards Committee, said, “Mary Beth is an amazing lady. She has dedicated her entire ca- reer to sharing her passion for physics and AAPT with her students, colleagues and fellow AAPT members. She is one of the few experts I turn to for the institutional history of AAPT, and I am so proud to be presenting the Phillips Medal to her.” As a long time AAPT member, Monroe has quietly and tenaciously served the organization at the state and national level for more than three decades. She served as AAPT Secretary and Chair of the Publications Committee from 2001-2007 and is currently serving as a member of the Committee on the Interests of Senior Physicists and as Chair of the Gover- nance Review Committee. She has played a leading role in developing networks among physicists teaching in Two Year Colleges that have led both to their increasing involvement in AAPT and to better teaching for the students who study physics in these schools “The Melba Newell Phillips Medal is AAPT’s highest recognition for member leadership and service.
    [Show full text]
  • 2017-Annual-Report.Pdf
    American Association of Physics Teachers 2017 ANNUAL REPORT EXECUTIVE BOARD PRESIDENT George Amann Rhinebeck, NY PRESIDENT-ELECT Gordon P. Ramsey Loyola University Chicago, IL VICE PRESIDENT 2017 in Review Mel Sabella Chicago State University P RESIDENT ’ S 2017 R E P ORT Chicago, IL George A. Amann ....................1 SECRETARY Wolfgang Christian E XECUTIVE O FFICER ’ S 2017 A NNUA L R E P ORT Davidson College Davidson, NC Beth A. Cunningham..................2 TREASURER R. Steven Turley P UBLIC ATIONS . 4 Brigham Young University Provo, UT E LECTRONIC C OMMUNIC ATIONS . 6 PAST PRESIDENT Janelle M. Bailey N ATION A L M EETINGS . 9 Temple University Philadelphia, PA CHAIR OF SECTION W ORKSHO P S A ND P ROGR A MS . 13 REPRESENTATIVES Dyan Jones Mercyhurs Univeristy 2017 H IGH S CHOOL P HYSICS P HOTO C ONTEST . 15 Erie, PA OLL A BOR ATIVE ROJECTS VICE CHAIR OF SECTION C P . 16 REPRESENTATIVES David Strum 2017 A wa RDS A ND G R A NTS . 18 Univeristy of Maine Orono, ME M EMBERSHI P . 23 AT-LARGE BOARD MEMBERS Daniel M. Crowe Loudoun Academy of Science F UNDR A ISING . 24 Sterlineg VA Karen Jo Matsler C OMMITTEE C ONTRIBUTIONS . 26 University of Texas-Arlington Arlington, TX Sherry L. Savrda 2017 A RE A C OMMITTEES . 26 Seminole State College Sanford, FL 2017 A DVISORY C OMMITTEES . 28 EDITOR AMERICAN JOURNAL OF PHYSICS AAPT S ECTION R E P RESENTATIVES . 30 David P. Jackson Dickinson College F IN A NCI A LS . 31 Carlisle, PA EDITOR N EMORI A M THE PHYSICS TEACHER 2017 I M .
    [Show full text]
  • Guide to Wolfgang Kurt Hermann Panofsky Papers, 1932-2008 Collection SLAC003 SLAC National Accelerator Laboratory, Stanford University
    Guide to Wolfgang Kurt Hermann Panofsky Papers, 1932-2008 Collection SLAC003 SLAC National Accelerator Laboratory, Stanford University Contact Information: Archives, History & Records Office SLAC National Accelerator Laboratory 2575 Sand Hill Road MS97 Menlo Park, CA 94025 Phone: (650) 926-5376 Email: [email protected] URL: http://www.slac.stanford.edu/history/ ©2018 SLAC National Accelerator Laboratory. All rights reserved. Panofsky Papers Guide Contents Descriptive Summary...................................................................................................................... 2 Administrative Information ............................................................................................................ 2 Biographical Note ....................................................................................................................... 3 Scope and Content .................................................................................................................... 12 Arrangement ............................................................................................................................. 12 Related Material ........................................................................................................................ 21 1 Panofsky Papers Guide Descriptive Summary Title: Wolfgang Kurt Hermann Panofsky Papers, 1932-2008 Collection Number: SLAC003 Creator: Panofsky, Wolfgang Kurt Hermann Extent: 220 cubic feet Repository: Stanford University. SLAC National Accelerator Laboratory.
    [Show full text]
  • Oppenheimer: a Life April 22, 1904-February 18, 1967
    Oppenheimer: A Life April 22, 1904-February 18, 1967 an online centennial exhibit of J. Robert Oppenheimer http://ohst.berkeley.edu/oppenheimer/exhibit/ This print edition of the online exhibit is free for use, reproduction, and distribution for educational purposes as long as this cover page and the acknowlegments page are included. It may not be altered or sold. For other usage questions, please contact the Office for History of Science and Technology, Univer- sity of California, Berkeley, at http://ohst.berkeley.edu. All image copyrights are retained by their hold- ers. © 2004 by The Regents of the University of California. 1 Oppenheimer: A Life April 22, 1904-February 18, 1967 Introduction As Alice Kimball Smith and Charles Weiner have noted, “Part of Oppenheimer’s attraction, at first for his friends and later for the public, was that he did not project the popularly held image of the scientist as cold, objective, rational and therefore above human frailty, an image that scientists themselves fostered by underplaying their per- sonal histories and the disorder that precedes the neat scientific conclusion.” There is a cacophony of conflicting descriptions of Oppenheimer – as friends have remembered him, as historians have analyzed him. He has been labeled both warm and cold, friendly and condescending, affable as well as hurtful. Learning Sanskrit and cultivating the air of an aesthete, as a young professor he stretched the bounds of the scientist’s persona. Yet in the space of a decade, the otherworldly theorist was transformed into a political insider par excellence. His fellow scientists remembered him as a visionary and capable leader at Los Alamos, while his security hearing brought to light foolish mistakes in judgment and human relationships.
    [Show full text]
  • Melba Phillips Was a Respected Theoretical Physicist, an Influential Educator, and a Proponent of Moral Responsibility for Scientists
    Melba Phillips was a respected theoretical physicist, an influential educator, and a proponent of moral responsibility for scientists. Born in Gibson County, Phillips knew by high school that she “was going to become a physicist.” After graduating from Indiana’s Oakland City College (now University), she earned a master’s degree in physics, and began her doctoral studies in the cutting edge physics program at the University of California, Berkeley. Here she worked Melba closely with J. Robert Oppenheimer, earning her PhD in 1933. Newell She continued to work with Oppenheimer to develop the theoretical solution to experiments in particle acceleration Phillips that created radioactive elements. Their findings, Hazleton, Indiana published in 1935, became known as the Oppenheimer- Photo Courtesy: University of Chicago News Office (Feb 1, 1907 – Nov 8, 2004) Phillips Process, still considered an important contribution to quantum theory. Phillips accepted a faculty position at Brooklyn College in 1938 and briefly worked at the Harvard by Jill Weiss Simins, Radio Research Laboratory during WWII. She became increasingly concerned with social justice issues Indiana Historical during the war, and called on scientists to lead the transition to peace. After the U.S. dropped two atomic bombs on Japan in 1945, she called for the demilitarization of scientific discovery and leadership Bureau of scientists in policymaking. Her membership in the Federation of American Scientists, among other organizations, brought her to the attention of groups caught up in the hysteria of McCarthyism. In 1952, she was called before the McCarran Committee, a U.S. Senate subcommittee. She refused to “name names,” or accuse others of Source: communist involvement to protect herself, and thus lost her university positions.
    [Show full text]
  • Arxiv:1703.04234V1 [Physics.Hist-Ph] 13 Mar 2017 Background Ahohradaebs Edtgte.T H Aemrh1,20 12, March Date the Yet
    The Early Scientific Contributions of J. Robert Oppenheimer Why did the scientific community miss the black hole opportunity? M. Ortega-Rodr´ıguez, H. Sol´ıs-S´anchez, E. Boza-Oviedo, K. Chaves-Cruz, M. Guevara-Bertsch, M. Quir´os-Rojas, S. Vargas-Hern´andez, and A. Venegas-Li Escuela de F´ısica, Universidad de Costa Rica, 11501-2060 San Jos´e, Costa Rica Abstract We aim to carry out an assessment of the scientific value of Oppen- heimer’s research on black holes in order to determine and weigh pos- sible factors to explain its neglect by the scientific community, and even by Oppenheimer himself. Dealing primarily with the science and looking closely at the scientific culture and the scientific conceptual belief system of the 1930s, the present article seeks to supplement the existent literature on the subject by enriching the explanations and possibly complicating the guiding questions. We suggest a rereading of Oppenheimer as a more intriguing, ahead-of-his-time figure.1 Background The 1930s witnessed a tremendous growth in our understanding of stars. Not only did Hans Bethe and others solve the long-standing problem of stel- lar energy production by means of nuclear fusion, but the recently discovered neutron (1932) allowed for speculation about the existence of more extreme physics. In this way, Fritz Zwicky and Lev Landau considered the possibility of stars composed entirely of neutrons. Along similar lines, J. Robert Oppen- heimer became deeply interested in the problem of stellar stability, leading to an acute interest in total stellar collapse. Oppenheimer invented the concept of black holes.
    [Show full text]
  • Lillian C. Mcdermott (1931-2020) Professor of Physics and Director Of
    Lillian C. McDermott (1931-2020) Professor of Physics and Director of the Physics Education Group at the University of Washington. Prof. McDermott received her B.A. from Vassar College and a Ph.D. in experimental nuclear physics from Columbia University (1959). She was appointed to the faculty in the University of Washington Physics Department in 1973 and promoted to Full Professor in 1981. Prof. McDermott was widely recognized for her leadership in promoting the importance of physics education research as a subdiscipline of physics, and developing research-based curricula that have improved student learning of physics from kindergarten to graduate school. Her foundational work in physics education research has had an international impact on physics education and her record of publications, accomplishments, and awards is second to none in the field. For over 30 years, Prof. McDermott worked to establish research in physics education as a field for scholarly inquiry by physicists. In 1973 she began a new program in which graduate students earn doctorates in physics for research on the learning and teaching of physics. It has since become the longest-lived teacher education program based in a university physics department in the United States. Prof. Mc Dermott established the Physics Education Group at the University of Washington and the group conducts a coordinated program of research, curriculum development, and instruction. The group has served as a model for discipline-specific educational research and curriculum development, and produced numerous trailblazing articles. Many physicists from around the world have attended the University of Washington to visit, or to work with, Prof.
    [Show full text]
  • Columbia Physics in the Fifties
    Mathematical Physics and Quantum Field Theory, Electronic Journal of Differential Equations, Conf. 04, 2000, pp. 197{206 http://ejde.math.swt.edu or http://ejde.math.unt.edu ftp ejde.math.swt.edu or ejde.math.unt.edu (login: ftp) Columbia physics in the fifties: Untold tales ∗ J. Sucher Banquet speech given in Honor of Eyvind Wichmann I’ve probably known Eyvind Wichmann longer than any of the other par- ticipants at this symposium in honor of his seventieth birthday. We were both graduate students at Columbia University in the fifties, a decade of remarkable creativity by a star-studded physics faculty. I thought it would be fun to share with you some reminiscences about our time there. I also want to tell you about the decisive influence Eyvind had on my own career, but not in the way you might imagine. Finally this occasion gives me the opportunity to give Eyvind something which I’ve been dreaming of doing for more than forty years but which at the time I was not rich enough to buy. But don’t get your hopes too high, Eyvind. When we were at Columbia, the faculty included Isidor Isaac Rabi, already then a father figure, and a younger crowd, including Leon Lederman, Tsung-Dao Lee, Polykarp Kusch, James Rainwater, Jack Steinberger and Charles Townes. When I arrived in the Spring of ’52, Hideki Yukawa was completing a sojourn of several years at Columbia, and Willis Lamb and Norman Ramsey had left not long before. All of them either already were or eventually became Nobel Laureates.
    [Show full text]
  • David Bohm, the Hot Times of the Cold War, and His Struggle for a New Interpretation O
    1 Olival Freire Jr.∗ Science and exile: David Bohm, the hot times of the Cold War, and his struggle for a # new interpretation of quantum mechanics ABSTRACT: In the early 1950s the American physicist David Bohm (1917-1992) lived through a critical moment, when he produced a new interpretation for quantum mechanics and had to flee from the United States as McCarthyism’s victim. At that time he faced vicissitudes related to the Cold War and his move from Princeton to São Paulo. This article focuses on the reception among physicists of his papers on the causal interpretation, which were poorly received at the time. I describe his Brazilian exile and analyze the culture of physics surrounding the foundations of quantum mechanics. This article takes into account the strength of the Copenhagen interpretation of quantum physics among physicists, the way in which issues concerning the foundations of quantum mechanics were present in the training of physicists, the low status of these issues on research agendas, and the kind of results Bohm and collaborators were able to achieve. It also compares the reception of Bohm’s ideas with that of Hugh Everett’s interpretation. This article argues that the obstacles growing from the cultural context of physics at that time had a more significant influence in the reception of Bohm’s ideas than did the vicissitudes related to the McCarthyist climate. WHEN DAVID BOHM and Richard Feynman concluded their physics dissertations, during the first half of the 1940s, they were among the most promising students of their generation in American physics.
    [Show full text]
  • Wolfgang Kurt Hermann Panofsky
    panofsky_bio_479_486_1p.indd 479 WOLFGANG KURT HERMANNPANOFSKY KURT WOLFGANG 24 april 1919 24 april . 24 september 2007 COURTESY OF SLAC NATIONAL ACCELERATOR ARCHIVES AND HISTORY OFFICE / DIANA ROGERS PROCEEDINGS OF THE AMERICAN PHILOSOPHICAL SOCIETY VOL. 157, NO. 4, DECEMBER 2013 12/5/14 4:19 PM panofsky_bio_479_486_1p.indd 479 WOLFGANG KURT HERMANNPANOFSKY KURT WOLFGANG 24 april 1919 24 april . 24 september 2007 COURTESY OF SLAC NATIONAL ACCELERATOR ARCHIVES AND HISTORY OFFICE / DIANA ROGERS 12/5/14 4:19 PM panofsky_bio_479_486_1p.indd 479 WOLFGANG KURT HERMANNPANOFSKY KURT WOLFGANG 24 april 1919 24 april . 24 september 2007 COURTESY OF SLAC NATIONAL ACCELERATOR ARCHIVES AND HISTORY OFFICE / DIANA ROGERS 12/5/14 4:19 PM biographical memoirs olfgang K. H. PANOFSKY was born 24 April 1919 in olfgang K. H. PANOFSKY was born 24 April 1919 in olfgang K. H. PANOFSKY was born 24 April 1919 in Berlin and died, working at home, 24 September 2007. His Berlin and died, working at home, 24 September 2007. His Berlin and died, working at home, 24 September 2007. His diminutive, Pief, belied his status as a titan in spirit and in diminutive, Pief, belied his status as a titan in spirit and in diminutive, Pief, belied his status as a titan in spirit and in achievement.W He was the son of the eminent art historian Erwin achievement.W He was the son of the eminent art historian Erwin achievement.W He was the son of the eminent art historian Erwin Panofsky, who immigrated to the United States with his family in 1934 Panofsky, who immigrated to the United
    [Show full text]
  • Program of the 100Th Meeting of The
    .- . - , ~ t PHYSI CS MEET!NG The IOOth meeting of the Oregon Section of the American Asso- " eiation of Physics. Teachers was held in Weniger' Hall room 151 Saturday,' December 13th. The Oregon Section was formed in 1931 and the' first meeting was held in Corvallis.' Dr. John M. Ward. Dean of the School of Science, gave a welcome talk and this was followed by Professor R. Deery of lewis and Clark College, President of the Oregon Section, who gave some interesting statistics about the organization~ Dr. R. Geballe, National President of the American Association of Physics Teachers and chairman of the Physics Department at the University of Washington, gave a talk entitled "ls There a Future in Physics Teaching?" Professor R. T. Birge, former chairman of the Physics Department of the University of California at Berkeley, gave a talk on "Nobel Prize Winners I Have Known". He. more than anyone else, was responsible for bringing together the seven men in his department who became Nobel Prize winners. In his talk he gave special attention to the activities of E. O. lawrence. inventor of the cyclotron. and R. J. Oppenheimer. who was head of the los Alamos laboratory (atom bomb project) during World War II. .. J\ " . 2 After a morning coffee break in which moon rocks of Apollo II were on display Dr. James J. ~rady, Acting Chairman of the Physics Department of OSU, gave a talk tn which he described how Dr. William I,~ Anderson who was on ,the physics faculty at OSU for many years, took' what,may have been the first X-rqy photographs in the United States in 1896.
    [Show full text]