have disappeared in high school
physics. In physics, we teach
fewer topics today but each in
more depth. Very few topics
have been added (not surprising
as new physics involves
mathematics far beyond what is
taught in high school).
ARTA: How do you apply any
concepts that you taught in
your day-to-day life?
Edgar: Math concepts I
personally use in daily life include
basic arithmetic, estimation,
statistics, and probabilities.
Science concepts are more about
the scientifi c method where
experiment determines actions.
Hopefully, my day-to-day
decisions follow that kind of logic.
ARTA: How are the labs of
today diff erent from when
you started teaching?
Edgar: Changes in labs always
followed changes in curriculum.
For example, a big change in
the junior high curriculum
in the ’80s meant much less
microscope work. Chemistry-
type experiments in junior and
senior high haven’t changed
that much over the years. We
use electronic balances rather
that beam balances and a
few modern apparatuses, but
carefully mixing chemicals still
involves the same tried and
true equipment. Computer
simulations have replaced some
dissections in biology and some
chemistry experiments, but I
am no expert on these subjects.
Physics lab equipment has
moved from analog measuring
devices to electronic digital
measuring devices. That made
it easier for students to acquire
accurate measurements — a good
thing. Recently, we are seeing a
move to computer acquisition
and analysis of data — maybe
not such a good thing — and
computer simulations of the
physical world — also not a
good thing (in my opinion — or
maybe, like most people, I can
only accept a limited amount of
change).
I remember as a beginning
teacher noticing how lab-based
the science courses were. I was
pleasantly surprised to see a
junior high room with a class
set of microscopes! With the
current postmodern view of
science (anti-science?), it’s more
important than ever to keep a
focus on the scientifi c method,
and that involves students
actually doing science. ●
Personally, I avoided things that I
thought wouldn’t improve what I was
doing. (I fought against replacing my
chalkboard with a white board until the
white board was forced on me.)
28 | arta.net
Barry Edgar was a model
teacher and colleague. I
remember teaching next door
to Barry on the last day of his
teaching career. The bell rang
and I ran across the hallway
to be the fi rst to congratulate
Barry and celebrate with him.
I got to the door and had
to wait quietly as Barry sat
working with a student on a
concept she was struggling
with. When she left, I made
the comment, “Well, that is
exactly how I would imagine
you spending the fi rst fi ve
minutes of your retirement!”
and Barry told me, “Yep, it
was perfect. I was doing
exactly what I love to do.”
That is why Barry was such
an exceptional teacher —
he simply wanted to help
children understand science.
- Seth Gregory
Strathcona High School, Head
of Science Department
My favourite subject in school
was physics. Physics seemed
to help answer many of the
questions of how our universe
operates. Whether it was
chemistry, math, or any other
STEM (science, technology,
engineering, mathematics)
subject, physics seemed to
provide the easiest way of
understanding the world.
- Graeme Wood
ARTA Certifi cate/Diploma
Scholarship Winner 2019