Benefits to teacher:

2005 has been declared the World Year of Physics, in honor of the centennial of Einstein’s “Miracle Year.” He published papers on light quanta, Brownian motion and the special theory of relativity in the span of seven months in 1905. Newton’s “Miracle Year” was 1665-6, when he invented differential and integral calculus, made fundamental discoveries on the nature of light, and laid the foundation for the theory of universal gravitation. The equations of Newton (F=ma) and Einstein (E=mc2) are well known. The application of these equations falls into physics, which is my passion. I enjoy analyzing a problem, finding a solution, and sharing my technique with others. Exploring the works of these scientists will reinforce and support my understanding of the development of mathematical relationships to explain scientific phenomena. What I lack is the historical and cultural context in which Newton and Einstein burst onto the world stage. By immersing myself in the life and times of Newton and Einstein, I hope to build a foundation that will allow my scientific understanding to flourish. As part of participating in Einstein’s Footsteps, I will visit the Max Plank Institute, the GEO 600 gravitational wave detector, and CERN (European Organization for Nuclear Research), and other scientifically significant sites.

In summary, my objectives for this trip are to: invigorate my science teaching; gain a historical and cultural understanding of Newton and Einstein’s times; and broaden my knowledge base by visiting notable scientific sites.

Benefits to students:

My students spend much of their time engrossed in equations, experiments, and data analysis. Many of the concepts that they study were either created or influenced by Isaac Newton. The works of Albert Einstein caused an upheaval throughout the science world by dispensing with Newton’s “clockwork universe” and visualizing a relativistic universe where time and space become one. I have taught science and mathematics for twenty years, but rarely seize the opportunity to introduce Einstein’s world to my students. I believe that the reason for the avoidance of such material is my lack of comprehension of Einstein’s works. By my participation in Einstein’s Footsteps, my students will gain an understanding of relativity. My students will finally enter the 21st century of relativistic scientific thought. They will also have an authentic understanding of what it means to be a scientist by examining the paths of these two scientists. Knowledge gained from walking in Einstein’s Footsteps will be imbedded in class lectures. A web site and multimedia presentation will allow my students to see Newton and Einstein in a new light.

Benefits to school:

By following in Einstein’s Footsteps, my school community will benefit because I will share my experience with teachers at my school, in my district, and with teachers across the state of Texas. I will share my PowerPoint presentation with teachers in the science and history departments at my school. I will also share the presentation with the faculty at my school as an example of using computer skills in content areas. Through my contacts in HU-LINC (Houston Urban-Learning Initiatives in a Networked Community), I will be able to share my experiences with math and science teachers throughout Houston ISD. I will also apply to present my scientific travelogue to teachers across the state at the Conference for the Advancement of Science Teaching, hosted by the Science Teachers Association of Texas.

Documentation:

I plan to develop a multimedia presentation and web site that will illustrate the historical and scientific impact that Isaac Newton and Albert Einstein have made. A workshop targeted for science teachers will demonstrate the importance of including the historical context in which scientists lived and made their discoveries, based on my field experiences.

* Important Note:

Geoge Mason University's "Einstein's Footsteps" tour was canceled after I was awarded the Fund for Teachers grant. I was able to retrace much of the route through Germany and Switzerland that was to be used for the tour.