Virtual Particles

The poem "Virtual Particles" could be integrated into a Grade 11 physics course as a mentor text in an Energy and Society unit that explores nuclear fusion and nuclear fission.

Students could be asked to translate the poem into conventional scientific discourse, making connections with mathematical formulae related to half-life reactions and concepts of particle decay. A discussion of these "translated poems" could highlight the respective strengths and weakness of the two pieces, potential impediments to understanding in both English and Physics contexts, and the differences between students' translations in both structure and content. What words or phrases did they associate with a particular formula? Did the poem's structure influence the format or organization of their poem (were they sequential responses to the ideas raised in the poem or were they logical progressions through the material itself as it was taught)?

Students could also consider simple questions of value. Does the poem contribute anything meaningful to our discussion of nuclear physics? Could it be used as a memory aid in some way?

Finally, in lieu of a translation piece, students could be asked to respond to the poem in whatever manner or form they wished: mathematically, through the use of scientific discourse, through a response poem, etc.