[[Here, in the National Polytechnic School, a technical university which
offers the careers of engineering (mechanical, electrical, electronic,
chemical, civil, geology and systems) and sciences (physics and
mathematics), and, lately, some engineerings of economic kind, we are in a
process of making reforms.
[[The students who arrive here from high school receive a pre-polytechnic
course of leveling of 1 semester (six months) where they receive Algebra
(introduction to Calculus), Physics (without Calculus), Chemistry, Geometry
and Drawing. Then come two semesters of basic scientific formation to all
engineerings and sciences in which they receive Calculus, Lineal Algebra,
Ordinary Differential Equations, Vector Calculus, Physics I (Mechanics),
Physics II (Molecular Physics) Chemistry I , Chemistry II and Computation.
All this formation (the leveling in prepolithecnic and the two semesters of
basic scientific formation) are given in the Basic Sciences Institute. The
professors are mainly engineers, a few of them are Physicists or
Mathematicians.
[[In the third semester the students choose a career and enter a faculty
(Faculty of Mechanical, Electrical, etc. Engineering, Faculty of Sciences
(Mathematics and Physics), where they continue for 8 semesters. In some
faculties they receive Physics III and Mathematics III. After making a grade
thesis they acquiere the title of Mechanical, Electrical, etc. Engineer,
Mathematician, Physicist. The title is more than one of Bachelor in
Engineering, but less than of a Master. Those who have later acquired the
title of Master or PhD in American or European Universities have done so
without much difficulty.]]
Here in the Basic Sciences Institute, we are very much interested in being
in tune with the changes that a modern technical university requires.
In brief, I would require your assistance on:
1. Bibliographic information, papers, WWW’s sites, about the basic
scientific formation for engineering and sciences (Physics and Mathematics)
of professors, universities and international organizations.
2. Information about engineering and science curriculums of the American
Universities.
3. Sound (non commercial) texts currently in use (modern texts usually are
commercial).
4. Is General Physics, (Mechanics, Thermodinamics, Electricity and Waves,
Modern Physics) important for all engineerings and for mathematics? Or can
the General Physics be now oriented for the different engineerings, one
Physics for Civil, Mechanical and Electrical Engineering, another for
Geology and Systems Engineering, and another for Sciences (Physics and
Mathematics)? Does this orientation comprise only the level and depth? Or
can there be included certain developments for some engineerings, for
example Statics for Mechanical and Civil Engineering, or electrical circuits
for Electrical Engineering? Is it acceptable that instead of Mechanics
(General Physics) Mechanics for Engineers should be taught (Meriam, for
example)?
Nowadays, do engineers require more or less general physics?
If mathematics ans physics are given by the Departments of Mathematics and
Physics, what is the relationship between those departments and the
faculties of engineering? Are the contents chosen by the scientists, the
engineers or by both of them?
How can the General Physics be both formative (modes of inquiry, science as
a way of knowing, concepts formation and systematc thinking, information
processing, etc.) and also useful for the engineerings?
Is the logical structure of science (concepts, laws, principles, models and
theories) more important than its utilitarian application? Can both of them
be joined in one general physics course?
Have the Feynmann Lectures been used a lot, a little or none at all since
1963 in the engineering careers? Are they used nowadays? Are they not used
for being “too theorical”? Have they been left only for the delight of
physicists and the advanced students?
Are the general physics courses given by the engineers or by the physicists?
Actually, is the subject of General Physics based in the nature of science
for the design of their instructional objectives and how should physics be
taught and learned?
If the outline is basic science (physics, mathematics, chemistry), basic
engineering sciences ( applied sciences) and specialization ( technology)
for the formation of an engineer, after receiving mechanics (electricity and
magnetism) in the general physics course (for the basic scientific
formation), for example, what do the students receive in the basic formation
en mechanical (electrical)engineering?
Does the “exponential” advance of technology requires of more and better
basic and applied science in the teaching of engeneerings? Our university
has an average of about 200 students per faculty. Is it convenient to
centralize (one department for) the teaching of basic science? For the
better use of resources, for the quality of teaching or for what reasons?
Or, in any case, is it more convenient that each engineering faculty be in
charge of the basic science?
I, and the Basic Sciences Institute, thank you in advance for your help,
information and opinions.
Fabian Barba
National Polytechnical School
Basic Sciences Institute