Hello people!
Everyone reading this has gone through the cycle of education at least once. The fact that you can read this proves that statement, and the fact that you are reading this on a computer shows that your education was - and still is - successful. Parents end up getting going to school more than once, thanks to their charges.
Having said that, there are a lot of contradictions one comes across in his or her schooling life. A lot of instances arise where the student is left scratching his head as to what is right and what is wrong, what to do and what not to do, what to study, what to leave. Basically, it is in situations like these in which the student seriously doubts his mental capability and asks, "Why am I here?"
For instance, the study of atomic structures. Since grade 5, we have known that an atom is like a ball with very small balls rotating around it. This theory got a name and refinement in ninth grade, and Dalton became the father of chemistry for us. The next year, we were told that his thory was all wrong and J.J. Thompson actually knew what the atom is. Fine. We can live with that.
Before that thought could take root within our minds, however, that theory was also rubbished, and Rutherford came in with a new model. Here, the roots of frustration were planted. The syllabus forced us to learn about alpha-rays, gold foil experiment, angular momentum and whatnot, and yet, there was an underlying feeling that this too, could be flawed.
Our fears were confirmed when, in the 11th grade, Rutherford was pushed out to give way to Neils Bohr, who gave the first really concrete theory about the structure of an atom. After arming ourselves to the teeth with formulae regarding atomic radius, energy of electrons and quantum numbers, we felt reassured. Surely, after all these shenaniguns, there was nothing more elaborate and correct than this.
But no, he too was wrong. The current theory of the structure of the atom - which talks about Schrodinger's wave equations and Hamiltonian operators and electron clouds - is what is accepted today. However, the mass emotion among science students now is that of skepticism. Surely, there will be another theory that shall herald itself as the final word in chemistry, and everything else be damned.
Have you heard of the saying, "Against stupidity, even the gods contend in vain"? Well, we have but only just begun to understand its complications.
Until next time, then.
Yours in utter confusion
A student
Everyone reading this has gone through the cycle of education at least once. The fact that you can read this proves that statement, and the fact that you are reading this on a computer shows that your education was - and still is - successful. Parents end up getting going to school more than once, thanks to their charges.
Having said that, there are a lot of contradictions one comes across in his or her schooling life. A lot of instances arise where the student is left scratching his head as to what is right and what is wrong, what to do and what not to do, what to study, what to leave. Basically, it is in situations like these in which the student seriously doubts his mental capability and asks, "Why am I here?"
For instance, the study of atomic structures. Since grade 5, we have known that an atom is like a ball with very small balls rotating around it. This theory got a name and refinement in ninth grade, and Dalton became the father of chemistry for us. The next year, we were told that his thory was all wrong and J.J. Thompson actually knew what the atom is. Fine. We can live with that.
Before that thought could take root within our minds, however, that theory was also rubbished, and Rutherford came in with a new model. Here, the roots of frustration were planted. The syllabus forced us to learn about alpha-rays, gold foil experiment, angular momentum and whatnot, and yet, there was an underlying feeling that this too, could be flawed.
Our fears were confirmed when, in the 11th grade, Rutherford was pushed out to give way to Neils Bohr, who gave the first really concrete theory about the structure of an atom. After arming ourselves to the teeth with formulae regarding atomic radius, energy of electrons and quantum numbers, we felt reassured. Surely, after all these shenaniguns, there was nothing more elaborate and correct than this.
But no, he too was wrong. The current theory of the structure of the atom - which talks about Schrodinger's wave equations and Hamiltonian operators and electron clouds - is what is accepted today. However, the mass emotion among science students now is that of skepticism. Surely, there will be another theory that shall herald itself as the final word in chemistry, and everything else be damned.
Have you heard of the saying, "Against stupidity, even the gods contend in vain"? Well, we have but only just begun to understand its complications.
Until next time, then.
Yours in utter confusion
A student
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