I want to discuss some science today. Stick with me through this and I may change your world, at least the one your high school science teacher told you existed.
Most recent lie:
There is currently a heated debate on whether this can be used to explain why a curve ball moves, or my golf ball turns left after it leaves my club.
Technically these involve another principle that is very similar to Bernoilli (Magnus effect), but differing in that they do not require a closed system. The differences in the physics are so minor, that most teachers tell their students they are the same thing. I know they are different, but since we didn't really differentiate between what an open and closed system was (I didn't have time to add a second principle) I told my students a lie.
I am sorry for that, but it is by no means my biggest lie.
Most Blatant Lie:
Electricity is a difficult thing for students to understand. We simplify it down to moving charge through wires and components of a circuit. Students do lab activities with Christmas lights, measuring currents through resistors, and learn about switches and capacitors. I tell them that the lights in their house work under a similar principle as what they are learning in class. Blatant lie.
The lights in their house as with much of what is plugged in uses AC current instead of the DC that we are using in class. Students imagine electrons whipping through the lights, exciting gas molecules or heating tungsten to light their room. I mention briefly the difference between drift current and the electric field, but in the two weeks that I have devoted to electricity, I can't go into all that.
Most Outrageous Lie:
I save my best fallacies for chemistry class. We tell them that everything is made of atoms, and that atoms are made of protons and neutrons. The gross omission is that we stop there. Sure in my advanced class, I cover quarks and leptons and the force carriers, but a general chemistry student is simply not ready for that.