This edition of New Elementary Physics (circa 1956-1957) is a valuable artifact that represents a time when physics education in the United States underwent a major transformation. In response to the Space Race among world powers, the government challenged American schools to produce more scientists and engineers. As a result, educators updated physics curricula to reflect the latest scientific discoveries and technologies.
This textbook belonged to a high school senior who went on to major in physics in college and pursue a career in math. He credits his high school physics experience, including this textbook, with instilling in him a love of learning and a passion for problem-solving.
Today, physics education remains just as important as ever. By studying physics, students learn to think critically and resolve challenging situations in creative ways, solidifying their space as the future of STEM.
Listen to Dan in his own words.
This object is part of the “Legacy” section of the Artifacts of Experience exhibition designed by University of Cincinnati students in the “Introduction to Public History” course in 2023.
We encourage you to explore the other objects in our collection.
Transcript
Hugh Shaughnessy [HS]: Okay, alright, I’m just going to start it all right. First, can you tell me who you are please?
Dan Shaughnessy [DS]: Dan Shaughnessy.
HS: Alright, and uh, what object did you pick for the exhibition?
DS: Physics textbook that I had in my first exposure to a physics textbook in my senior year of high school.
HS: So what year would you say that your senior year of high school was?
DS: Well, it was from 1956 to the spring of 1957.
HS: And in regards to this physics textbook, did it create any lasting impacts with you? Did it influence anything, at least in that time, or even up to now?
DS: For sure. It was my first exposure to physics as a subject, and I found it very interesting. They covered it all, I suppose, mostly the physical universe that we’re all aware of. Nothing nuclear or whatever, but all the elements like gravity, temperature, pressure, wind, and so on. I think it did a great job of piquing my interest and exploring this to the point where I chose physics as a major when I went to college.
HS: So what do you remember about the actual way you learned physics back in 1958?
DS: I’m sure it was quite different from what it’s like today. But it’s evolved, depending on how it’s taught and so on. I think the way it was structured was that you had problems where you could use mathematics to solve, say, measuring the effects of gravity, maybe the speed and forces of speed, or how light works. Just various problems explaining all of that in a problem format, where you had a situation and you had to do the math to figure out how the problem would be. It’s not very well put together now, but maybe some of that was the result of the instructor probably participating in getting my interest. It was very well done.
HS: And would you say it was effective in keeping your interest in physics and moving forward?
DS: Yeah, as I said, that’s probably what got my interest started and led me to major in it in college. Going forward, of course, math was secondary there, and then it kind of evolved away from physics later when I took a job teaching mathematics. Mathematics became more interesting, I suppose, later on. But for sure, this was kind of a trigger to the uses of mathematics in the physical sciences, maybe? That combination was basically all triggered at this point, I would say.
HS: Well, thank you so much for participating, and I do appreciate your insight into the world of physics and its effect and impact on you and your future. So thank you very much.
DS: Okay.
