Attracting More Students to Attracting More Students to PhysicsPhysics

Dr Mark Butler

Where will the next Generation of Scientists and Engineers come from?

Dr Mark Butler Gosford High School

Australian Statistics Australian Statistics 2001-20042001-2004

4420 less students enrolled in year 12 4420 less students enrolled in year 12 Mathematics.Mathematics.

National year 12 Physics enrolments National year 12 Physics enrolments hovered at about 12%. hovered at about 12%.

280 fewer civil engineers enrolled (7% 280 fewer civil engineers enrolled (7% decline).decline).

Science enrolments have increased by Science enrolments have increased by 5%, but 23% more Law graduates and 5%, but 23% more Law graduates and 16% more Sales and Marketing 16% more Sales and Marketing graduates.graduates.

Proportion of students enrolled in Proportion of students enrolled in Science degrees as a fraction of total Science degrees as a fraction of total university enrolments has dropped 7%,university enrolments has dropped 7%,

For many branches of engineering, For many branches of engineering, Australia now imports more engineers Australia now imports more engineers that it produces.that it produces.

What is happening What is happening to enrolments in to enrolments in

senior high school senior high school Physics?Physics?

HSC PHYSICS CANDIDATURE

8000

9000

10000

11000

12000

13000

14000

1981 1986 1991 1996 2001 2006

Year

HS

C P

hysic

s C

an

did

atu

re

TOTAL HSC CANDIDATURE

0

10000

20000

30000

40000

50000

60000

70000

1981 1986 1991 1996 2001 2006

Year

Cand

idat

ure

PHYSICS CANDIDATURE AS PERCENTAGE OF TOTAL HSC CANDITATURE

0

5

10

15

20

25

30

35

1981 1986 1991 1996 2001 2006

Year

Per

cen

tag

e

PERCENTAGE OF TOTAL SCHOOL STARTERS WHO STUDY HSC PHYSICS

02468

10

1214161820

1980 1985 1990 1995 2000 2005

Year

Perc

en

t

FEMALE HSC PHYSICS CANDIDATURE

20

22

24

26

28

30

32

34

36

38

40

1991 1993 1995 1997 1999 2001 2003 2005 2007

Year

Per

cent

age

PERCENTAGE OF YR11 STUDENTS WHO LEAVE PHYSICS

0

5

10

15

20

25

30

1990 1995 2000 2005

Year

Perc

ent

Physics Participation Rate by State

0%

5%

10%

15%

20%

25%

1988 1990 1992 1994 1996 1998 2000 2002 2004

Years

Vic

NSW

QLD

SA

WA

TAS

NT

ACT

Why do we Need Why do we Need More Students to More Students to Study Physics?Study Physics? We are not producing enough scientists and We are not producing enough scientists and

engineers.engineers. Our future economic prosperity will depend on Our future economic prosperity will depend on

a technologically literate workforce.a technologically literate workforce. Our Citizens need to be technologically literate Our Citizens need to be technologically literate

to take an active part in today’s society.to take an active part in today’s society. Scientific and technological progress requires Scientific and technological progress requires

a constant supply of new creative talent to a constant supply of new creative talent to ‘push the envelope’.‘push the envelope’.

Physics is a key part of our culture and history.Physics is a key part of our culture and history. And, because the physical universe is so And, because the physical universe is so

amazing.amazing.

How do we go about How do we go about attracting more attracting more

students to senior students to senior physics and to careers physics and to careers

in Science, in Science, Engineering and Engineering and

Technology?Technology?

What are we What are we Teaching in Senior Teaching in Senior

High School High School Physics?Physics?

Are our syllabuses Are our syllabuses working?working?

The Curriculum The Curriculum DilemmaDilemma

Can one curriculum:Can one curriculum: Provide the fundamental Provide the fundamental

Physics knowledge required for Physics knowledge required for students who will not pursue students who will not pursue Science after leaving school?Science after leaving school?

And simultaneouslyAnd simultaneously Engage our brightest students Engage our brightest students

and prepare them for careers in and prepare them for careers in ScienceScience

Physics Syllabuses Physics Syllabuses in Australia in Australia

Queensland:Queensland: Updated their 1987 Syllabus in Updated their 1987 Syllabus in

2005:2005: 155 hours to cover nine core 155 hours to cover nine core

unitsunits 65 hours of extension material 65 hours of extension material

to be designed by each school. to be designed by each school. 10% of time on practical work10% of time on practical work

Victoria (VCE)Victoria (VCE)

The new 2005 VCE Physics Syllabus The new 2005 VCE Physics Syllabus has four (one semester) units of has four (one semester) units of study each with two compulsory study each with two compulsory areas of study and a third area areas of study and a third area selected from three option topics.selected from three option topics.

UNIT 2:UNIT 2:1) Movement1) Movement2) Electricity2) Electricity3) Astrophysics, Aerospace or 3) Astrophysics, Aerospace or

Alternative Energy SourcesAlternative Energy Sources

ACTACT Schools in the ACT design their Schools in the ACT design their

own individual Physics courses.own individual Physics courses.

South Australia South Australia (updated (updated 2006)2006)

Schools design their own courses Schools design their own courses in stage one (year eleven) from in stage one (year eleven) from nine topics.nine topics.

In Stage two the course content is In Stage two the course content is mandated and includes: Motion in mandated and includes: Motion in Two Dimensions , Electricity and Two Dimensions , Electricity and Magnetism, LightMagnetism, Light and Matter, and and Matter, and Atoms and Nuclei.Atoms and Nuclei.

Western AustraliaWestern Australia

Previously had two courses but Previously had two courses but replaced both with a single course in replaced both with a single course in 2006.2006.

The The PhysicsPhysics course of study focuses on course of study focuses on student achievement of four outcomes: student achievement of four outcomes: Investigating, Communicating Investigating, Communicating scientifically, Science in daily life, scientifically, Science in daily life, Acting responsibly, Science in society Acting responsibly, Science in society and Energy and change.and Energy and change.

Strongly outcomes based.Strongly outcomes based.

Curriculum FrameworkProgress Maps

Course Scale of Achievement

Levels of achievement refer to outcomes.

WA

PHYSICS DUMBED DOWN IN WAAustralian 26/4/06

…. “In your answer discuss why only modern cars have airbags, describe in detail how the air bag protects the driver from injury and, examine the ethics of making air bags compulsory in all vehicles.”….Even a ten year old with no training in physics could write an essay and answer this sample question.

Prof Roy Gilbert (Education) Edith Cowan University

NSWNSW

Does our syllabus reflect ‘best Does our syllabus reflect ‘best practice’?practice’?

How is the NSW Physics Syllabus How is the NSW Physics Syllabus working?working?

Does it satisfy the demands of all Does it satisfy the demands of all students?students?

How does it compare with other How does it compare with other States?States?

THE NATIONAL AGENDATHE NATIONAL AGENDA

The Australian Certificate of The Australian Certificate of Education.Education.

National Curriculum?National Curriculum? National Consistency and National Consistency and

comparability. (The current comparability. (The current ACER study)ACER study)

All syllabuses have All syllabuses have been reviewed and been reviewed and updated recently. It updated recently. It is unlikely that is unlikely that further syllabus further syllabus changes will changes will attract significantly attract significantly more students to more students to the enabling the enabling sciences. sciences.

Talented, well Talented, well qualified teachers qualified teachers

are a key element in are a key element in engaging and engaging and

exciting students exciting students about science.about science.

But will the shortage of But will the shortage of specialist teachers put Physics, specialist teachers put Physics, Mathematics and Chemistry into Mathematics and Chemistry into a ‘Spiral of Decline’?a ‘Spiral of Decline’?

0

10

20

30

40

50

Number of Teachers

<25 31-35

41-45

51-56

61-65

Age in Years

WA Physics Teachers' Age Distribution 2003

Mean = 46 years

05

1015202530354045

Number of Teachers

36-40

31-35

26-30

21-25

16-20

11-15

6-10

1-5

Years to Retirement

Vic Physics Teachers' Age Distribution

0102030405060

Number of Teachers in Survey

<25 31-35

41-45

51-56

61-65

Age in Years

National Physics Teachers' Age Profile (Deans of Science report 2005)

Mean = 44 years

Who’s Teaching Who’s Teaching Science?Science?The Deans of Science The Deans of Science SurveySurvey 24% of Junior Science teachers have 24% of Junior Science teachers have

studied first year university Physics.studied first year university Physics. 16% had not studied any of the four 16% had not studied any of the four

key science disciplines.key science disciplines. 43% of Senior Physics teachers lack 43% of Senior Physics teachers lack

a physics major and 25% have not a physics major and 25% have not studied Physics beyond first year.studied Physics beyond first year.

40% of schools surveyed reported 40% of schools surveyed reported difficulties recruiting Physics difficulties recruiting Physics teachers. teachers.

Other Recent StudiesOther Recent Studies UK 2004UK 2004: “In the UK over : “In the UK over 50%50% of scientists of scientists

and engineers surveyed said that they had and engineers surveyed said that they had been influenced in their careers by a visit been influenced in their careers by a visit to a scientist or engineer's place of work to a scientist or engineer's place of work and nearly and nearly 80%80% of respondents had been of respondents had been influenced by a teacher.” influenced by a teacher.” http://www.royalsoc.ac.uk/page.asp?http://www.royalsoc.ac.uk/page.asp?id=2785id=2785

Aust. 2005:Aust. 2005: “Physics graduates in Aust. are “Physics graduates in Aust. are in such demand for research that there are in such demand for research that there are few left to take up the challenges of few left to take up the challenges of physics in industry and teachingphysics in industry and teaching.” .” www.physics.usyd.edu.au/super/AUTCwww.physics.usyd.edu.au/super/AUTC

Vic 2002:Vic 2002: The subject areas with the The subject areas with the lowest number of expected graduate lowest number of expected graduate teachers per vacancy are: LOTE, Physics, teachers per vacancy are: LOTE, Physics, Maths, Technology and Computer science.Maths, Technology and Computer science. http://www.audit.vic.gov.au/reports_par/aghttp://www.audit.vic.gov.au/reports_par/agp7304.htmlp7304.html

OECD Conference Nov 2005:OECD Conference Nov 2005: In some In some countries, the number of graduates in countries, the number of graduates in mathematics, physics and chemistry has mathematics, physics and chemistry has declined by 30-50% over the last 8-10 declined by 30-50% over the last 8-10 years and there is a shortage of years and there is a shortage of S & T S & T teachers in most countries.teachers in most countries. http://www.caos.nl/ocw/programme.htmlhttp://www.caos.nl/ocw/programme.html

US 2005:US 2005: “The shortage of physics “The shortage of physics teachers in Illinois is chronic and growing teachers in Illinois is chronic and growing worse.”worse.” http://www.phy.ilstu.edu/pipeline/Executivehttp://www.phy.ilstu.edu/pipeline/Executive_Summary_10.doc_Summary_10.doc

UK 2005:UK 2005: “An independent report “An independent report published today directly links the steep published today directly links the steep decline in the number of students taking decline in the number of students taking A-level physics to the shortage of expert A-level physics to the shortage of expert physics teachers. With over 30% of physics physics teachers. With over 30% of physics teachers due to retire in the next ten teachers due to retire in the next ten years, the need to recruit more physics years, the need to recruit more physics teachers is now more important than ever teachers is now more important than ever before.”before.” www.physorg.com/news8362.htmlwww.physorg.com/news8362.html

Macquarie Macquarie University’s Science University’s Science Engineering and Engineering and Technology (SET) Technology (SET) StudyStudy 92% of HSC Physics students trust 92% of HSC Physics students trust their Physics teacher for information their Physics teacher for information on Science careers. ( c.f. 36% for on Science careers. ( c.f. 36% for Careers Advisors).Careers Advisors).

A good experience in HS Science is the A good experience in HS Science is the main reason students follow onto SET main reason students follow onto SET careers (HS Science teachers and careers (HS Science teachers and extra-curricular experiences).extra-curricular experiences).

HS students have poor understanding HS students have poor understanding of SET careers. of SET careers.

National National Recommendations:Recommendations:

Provide more science training for primary Provide more science training for primary teachers.teachers.

Remove the HECS anomaly for science teachers.Remove the HECS anomaly for science teachers. Provide scholarships for Physics graduates to Provide scholarships for Physics graduates to

complete teacher training.complete teacher training. Ensure salary scales recognise qualifications (in Ensure salary scales recognise qualifications (in

addition to experience).addition to experience). Create alternate career paths for talented Create alternate career paths for talented

teachers.teachers. Instigate industry/university placements for Instigate industry/university placements for

teachers.teachers.See: DEST Australia’s Teachers: Australia’s Future or AIP Education Policy

But what can be But what can be done at the done at the ‘Chalkface’?‘Chalkface’?

At Gosford High School we went back to basics and asked.....

Why Students Choose to Why Students Choose to Study the Enabling Sciences Study the Enabling Sciences (& why they don’t)(& why they don’t)

Personal ReasonsPersonal Reasons Social ReasonsSocial Reasons Extra-curricular Extra-curricular

reasons reasons

Personal Reasons and Personal Reasons and ResponsesResponses

Interest Interest (Programs, SEG, extra-curricular)(Programs, SEG, extra-curricular) Ability Ability (Build self confidence)(Build self confidence) Enjoyment/fun Enjoyment/fun (Programs, SEG, extra-(Programs, SEG, extra-

curricular)curricular) Previous success Previous success ( Ensure students reach ( Ensure students reach

goals)goals) Prerequisite Prerequisite (Explicit knowledge required)(Explicit knowledge required) Keeping options open Keeping options open (Students need to know)(Students need to know) Knowledge of what subject entails Knowledge of what subject entails (Yr 10 (Yr 10

program)program) Knowledge of career prospects Knowledge of career prospects (Teacher, (Teacher,

visitors)visitors) GenderGender (Roll models, teachers, guest speakers, (Roll models, teachers, guest speakers,

past students)past students)

Social Reasons and Social Reasons and ResponsesResponses

Socio-economic backgroundSocio-economic background ‘‘Science friendly’ home Science friendly’ home (Try to (Try to

influence this)influence this) Friends Friends (Advice, study buddies)(Advice, study buddies) Family Family (Involve them)(Involve them) Other studentsOther students (Advice day) (Advice day)

Extra-curricular Reasons Extra-curricular Reasons and Responsesand Responses TV, books, movies TV, books, movies (Encourage)(Encourage) Science role models Science role models (Attend talks, use (Attend talks, use

visiting scientists, talk about careers and visiting scientists, talk about careers and scientists)scientists)

Excursions/workshops Excursions/workshops (Facilitate)(Facilitate) Competitions Competitions (Science Fair, Olympiad, (Science Fair, Olympiad,

etc.)etc.) Work Experience Work Experience (Facilitate)(Facilitate) Research projects Research projects (Program and (Program and

encourage)encourage) Timetable restraints Timetable restraints (Remove if possible)(Remove if possible)

How Science has Changed How Science has Changed at Gosford High Schoolat Gosford High School

From 1998 to 2003 the From 1998 to 2003 the participation rate in senior Physics participation rate in senior Physics and Chemistry increased by 80% and Chemistry increased by 80% and 50% respectively.and 50% respectively.

The higher enrolments (approx. The higher enrolments (approx. 100 Phys and 100 Chem in yr11) 100 Phys and 100 Chem in yr11) have been maintained from 2003 to have been maintained from 2003 to 2006.2006.

Most students now pursue Science Most students now pursue Science and Science related careers.and Science related careers.

2006 Yr 11 GHS Survey 2006 Yr 11 GHS Survey ResultsResults

WhatWhat influenced your decision to study influenced your decision to study Physics in year 11?Physics in year 11?

92% were influenced by the yr.10 92% were influenced by the yr.10 Physics Unit.Physics Unit.

Most Important Influence?Most Important Influence? 43% Yr. 10 Physics Unit.43% Yr. 10 Physics Unit. 37% Possible future career. 37% Possible future career. 10% To keep options open.10% To keep options open. 10% Other (e.g. Friends, ability, etc. )10% Other (e.g. Friends, ability, etc. )

Key ElementsKey Elements

Head Teachers:Head Teachers: Must ensure Physics, Must ensure Physics, Mathematics and Chemistry have a high profile in Mathematics and Chemistry have a high profile in the school.the school.

Teachers:Teachers: Expert knowledge, enthusiastic, caring, Expert knowledge, enthusiastic, caring, teach in their specialist area, discuss Science teach in their specialist area, discuss Science careers regularly (use scientists/engineers as careers regularly (use scientists/engineers as guest speakers).guest speakers).

Science courses:Science courses: Enjoyable, fun, challenging, Enjoyable, fun, challenging, student centred, differentiate Physics, Chemistry student centred, differentiate Physics, Chemistry and Biology in yr 10.and Biology in yr 10.

Extra-curricular:Extra-curricular: All students encouraged to All students encouraged to engage in a wide range of activities and engage in a wide range of activities and supported to do so.supported to do so.

Michelson

Pauli

Dirac MaxwellBoltzmann

Joule

Friedmann

Schrodinger

Hubble Kepler Becqueral Roentgen

Leavitt Hawking Faraday Fermi Newton Heisenberg de Broglie Planck Chadwick

Bell

Rutherford Galileo Einstein Thomson Bohr Meitner

Curie Hertz Braggs Feynmann Oppenheimer

Gell-Mann