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Bad Movie Physics Hurt Scientific Understanding
eldavojohn writes "A paper published by UCF researchers claims that bad movie physics hurt students' understanding of real world physics. From the article, "Some people really do believe a bus traveling 70 mph can clear a 50-foot gap in a freeway, as depicted in the movie Speed." The professors published this paper out of fear that society will pay the price. One of the authors commented on advancements in the past years "All the luxuries we have today, the modern conveniences, are a result of the science research that went on in the '60s during the space race. It didn't just happen. It took people doing hard science to do it." I commented on the physics of the most recent Die Hard having problems detracting from my enjoyment of the movie but is it really the root of a growing problem of poor science & math among students?"
Learning is learning, entertainment is entertainment. Star trek has way more fundamental problems with physics than Speed or Die Hard. People shouldn't get their science from TV.
Is there anything left that someone hasn't claimed is 'hurting the children'?
American students are non-science jobs because that's what our economy rewards. Dentists don't have to contend with global competition. Apparently the envisioned future is that the Chinese and Mexicans will do all the work while we sit back and "manage" them, e.g. continue glutting ourselves by skimming all the profits off their work. Personally I think we're headed for trouble.
It must be the movies. Before movies, everybody had a perfect understanding of physics.
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We just need to ensure that we teach our children critical thinking skills. Never mind movies, in a world with Fox News and entertainment and lifestyle stories that cloak themselves as "news", this is more important than ever if future generations are going to enjoy a standard of living that even approaches what we have now.
Look, if you think that Speed is realistic, that isn't the movie's fault. That's genetics, the education system, and parenting to blame. Movies are not making people ignorant, they're pandering to peoples ignorance. Movies with realistic technology would be boring to most people. Sure, movies might be amplifying an existing problem, but they're not the root cause here.
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Let me preface this comment with the fact that I am a physicist (astrophysics) and am quite often frustrated by the poor physics shown in movies.
However, I think they're neglecting a very basic fact. Humans have evolved to find Newtonian mechanics intuitive! (especially in translational cases, somewhat less in rotational ones) If someone throws a ball, you can quickly figure out approximately where it is going to land. You have no need to do calculations, because its evolutionarily hardwired into your brain. Watching a movie which doesn't accurately display a free-falling bus is not going to erase that.
It's true that people don't know enough physics to determine the validity of what they see in movies, but they already know enough to get through life. I'd love for everyone to know enough physics to be understand the devices that they use in their lives, but that's probably not a reality in the modern age.
I think what they're encountering is a resistance to learning the formalizations of physics. As soon as you step beyond Newtonian mechanics (really, beyond two-body problems) all that evolutionary intuition is gone. When you get to physics at that stage, you must place it on firm mathematical footing, or you have no hope of understanding: that is hard work.
They are seeing this decline in science understanding, but I think that's an artifact of an overall educational decline, rather than a specific effect of Hollywood movies. Young people are now expecting to be entertained, and while physics is beautiful, at some point it requires you to sit down in a empty room with a pad of paper and a pencil. If anything, it's the "action-packed entertainment" nature of movies, rather than any bad physics that is likely having the detrimental effect. However, if they can entertain these students and have them learn something too, that's fine with me.
We are not only behind in science. We are also illiterate. Most people never read any classic texts. And I will probably make at least one spelling error in this post. The problem is lack of standardized curriculum. Almost every nation that is cited as an example of someone we "really shouldn't be behind but still are" has a standard curriculum in science, math and humanities. We have too much local opposition to it from all-too-powerful teacher's unions. This is not meant to start conservative vs liberal debate (even though I happened to mention teacher's unions). Most of the time in K-12 a program for educating people over a period of 12 years is designed by teachers who can't plan for more than 1 year. They don't have the time or the background to see "the big picture" of where their particular class fits in the overall education. A separate bureaucracy (there, now you can't accuse me of being too conservative) of experts on development could do a much better job of it by designing and tweaking a curriculum for the entire nation. China does it. So does Russia and so does every European country.
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I can't believe nobody has called anybody on this.
Learning and education should be entertaining. Or at least, you should have the option of having an interesting and educational experience. I understand that there's stuff that one has to learn simply to have a job and function on a day to day basis in society, but if you receive no joy from learning new things in some sphere (i don't care if it's baseball statistics, esoteric poetry, how to make model ferraris or whatever), somewhere, then you probably live a sad static life.
There are lives at stake here!
It is therefore bizarre to expect entertainment to be factually accurate.
Engineering is the art of compromise.
"They don't even really understand how gravity works, and that's the most important force which affects us humans in our daily lives."
Well, not entirely true. I'd say that E&M is actually far more important to our daily experience than gravity, especially in the number of phenomena rooted in it.
"There's now some evidence that there might be other dimensions besides the 4 we're familiar with,"
What evidence? Point to some experiment or observation, please, not theoretical work.
"various particles have been detected (like neutrinos) which previously were only hypothesized."
This is entirely false. Neutrinos have been detected for several decades now, and they've even been used as tools in experiments - just look up some papers on deep inelastic neutrino scattering to see what I mean. No, what's new is that we're pretty sure that they have some mass, though we still only have an upper bound on it. In fact the last new fundamental particle to be discovered was the top quark in the 90s, and that was a couple of decades or so after the last new particle. It's now just down to the Higgs hunt as far as the standard model goes, and every particle physicist is praying that when we do find it there's something about it that doesn't fit in the standard model because otherwise particle physics is likely to die from it's too successful theory.
"150 years ago people thought it was impossible to fly in a machine that was heavier than air."
And those people would have been laymen who didn't know what was going on anyway. All you'd need to do is look at Newton's second law to see that if you could somehow push down on the air with enough force you'd be able to make anything fly. Even Leonardo da Vinci, a couple hundred years earlier than your estimate, knew that.
"There's no telling what other facets about our universe exist which we are unable currently to observe and understand, just like we had no idea how to split or fuse atoms and create enormous amounts of energy 100 years ago."
Actually, we do have a pretty good idea. Just like it turned out that Einstein's relativity was only a small modification of Newton's physics in the known regime, it's a pretty good bet that any new physics will have to reduce to the current theories, approximately, in the areas we have already explored experimentally.
because K-12 science education in the US is a disaster.
That is part of the problem, but it is not the root of it. The real problem is that science and engineering are no longer as valued in society as they were during the space race and among the generation who grew up watching those early successes and failures as the cold war and the space race between the United States and the Soviet Union unfolded upon their television screens and in their imaginations. If you ask the more ambitious youngsters today what they want to be when they grow up then you will hear lawyer, CEO, real estate investor, professional athlete, and the next American Idol long before you will hear scientist or engineer. Combine this with the generally poor treatment that many scientists and engineers have received in the US job market lately, threatened with outsourcing and offshoring, burdened with long and difficult studies for, in many cases, very modest pay given the amount of work required to complete a degree in engineering, and finally low pay and seniority based pay, regardless of skill or merit, for teachers thereby ensuring that what scientists and engineers we do produce will almost never work in our primary and secondary schools. It is not just the United States either, the world today is in more danger of sliding back into the dark ages than at any other time in recent history. The war on terror, the dumbing down of our schools, the glorification of the pop idol, the rise of young earth creationism at the expense of scientific truth, the denial of global warming, and the general deference given to anyone who for whatever reason has something against scientific truth. Is it any wonder that we are falling behind?
"Learning and education should be entertaining. Or at least, you should have the option of having an interesting and educational experience..."
The truth is what matters in the real world for the most part is boring as watching paint dry. Think of all the people who are inspired to do great things but stop once they realize it's a long boring slow process. In today's instant gratification generation you really need to understand that sometimes you can only be a small part of something bigger. Take game development for instance, back when games were simpler and developer teams smaller it was there was a sweet spot willingness to suck up the hard work for creative control and unified vision. The truth is for the most part unless you are a genius it is unlikely that you add a significant amount to something you want to do, since it requires teams of people nowadays to get things done.
Movies, games, etc, are there to take us away from what is for the most part a pretty harsh and boring reality. Learning can be fun, what is Civilization 4 for instance if not learning the in's and outs of a complex game system? The truth is most people, and even educators today do not have enough of an understanding of how to get people so interested they are willing to get to go down into the trenches in drudgery of work that serious learning requires.
I know that learning in many respects is a very time consuming process and you can't force it. I think there is something to be said about letting people learn what interest them. In our society we 'stuff the ballot' on what we consider acceptable to learn and unacceptable, and also we judge learning whether we like it or not by whether our learning commands commercial value. The truth is many deep and serious things have no market value whatsoever in terms of taking care of yourself but it doesn't make those things any less valuable.
The problem is that the majority of what we need to know for our non-working and working lives is inherently not very interesting to children who would rather be doing something that children consider "fun".
/., it is) -- but it first takes a self-driven *desire* to learn the given material; a certain passion... Without it, education is rote tedium; an obstacle in the way of other, more-entertaining things.
Most kids don't regard writing code as "fun", for example -- and that is the job of a software developer.
Most kids don't regard the determination of chemical bonds as "fun" -- but that's fundamental to the field of chemistry.
Most kids (including me, when I was one, and still to this day) couldn't care less what Shakespeare wrote -- and what he wrote is frankly irrelevant to anybody who does something useful for a living (scientists, engineers, doctors), though still useful for people who "play" for a living (e.g. actors/actresses), and possibly lawyers (when using a Shakespearean story as an digestible analogy that a jury or a judge can understand, anyway).
Most kids don't care about managing their personal finances, because that's not "fun" -- even though they will go into debt and/or broke if they don't learn how.
And so on. Rather than do any of these things, most kids would rather watch TV, run around outdoors (which is at least good for their physical health and socially-stimulative), play video games, smoke/drink/huff cans of pesticide, etc.. Real life can't compete with the entertainment value of delinquincy, and at the age of (for example) 14, the ostensibly more-responsible age of 21 seems almost infinitely far-away ("so who cares, right?")...
The sad reality is that most of life is boring -- and the sooner people recognize this, accept it, move on and learn the necessary material anyway, the better off we'll all be.
As a professional young adult, I know I spend *very* little of my 168 hours/week doing things I consider purely "fun" (playing video/computer games, poker, traveling, getting laid, writing code for a personal project (which is half work-related anyway, since such projects are a vehicle for learning new stuff))... Most of what I do involves working, doing things related to my work, maintaining my physical and/or financial health, and planning for my future.
The life of a responsible, disciplined adult isn't easy, nor does it tend to be fun. But we find ways to make such trivial work interesting...
More power to teachers if they can find ways to make education and learning interesting. It *can* be (and I think for most of us reading
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Pretty much what I was thinking. ANYONE studying for their physics exam by watching Speed deserves the mark they get.
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If you can read or see a bunch of Shakespeare's works and get nothing relevant or educational out of them, you probably live in a small, opaque metal box with breathing holes and no possibility of human contact. Fictional works in general can be extremely educational, and very much relevant to life. Their value doesn't simply come from the accuracy of the science, that's really not the point. Your life as a 'professional young adult' sounds awfully dull, I wonder at what point you'll have won whatever race you're running and enjoy life. I'm a 32 year old IT professional doing a degree in linguistics & philosophy, I have a partner who's a lecturer and also doing her PhD, and we spend a great deal of time doing things that are purely 'fun'. I have an excellent understanding of basic physics, and I thought Die Hard 4.0 was an very enjoyable stupid movie full of awesome things going BOOM! I mean, physics aside, let's talk about the biology of that kung-fu chick. She took a couple of full-speed hits from an SUV with Bruce Fucking Willis at the wheel, and her hair didn't even frizz up. I imagine anyone with enough brains to pursue a career in science, engineering, medicine, etc would be able to put Die Hard aside when they hit their exams...anyone with a brain knows that John McCain operates outside of normal time and space.
You know, there is a difference between trolling and pointing out the flaws in your reasoning. Just saying.