international conference on world view on physics education

April 2005 International Newsletter on Physics Education 1

International Newsletter on Physics Education

International Conference on World Viewon Physics Education

N u m b e r 4 9 A p r i l 2 0 0 5

n October 31 to November 2, 2005, the World Conference onPhysics and Sustainable Development will be held in Durban,

South Africa in celebration of the World Year of Physics. TheConference will offer a unique opportunity for the internationalphysics community to come together and formulate a plan for tacklingsome of the large problems facing the world. In the past physicshas made tremendous contributions to the health and welfare ofpeople and nations. Think of the contributions that physics hasmade to the world economy in areas such as electronics, materials,and computer technology, and to health through x-rays, magneticresonance imaging and nuclear medicine. These contributions areongoing and should be celebrated during the World Year of Physicsand at this Conference. However, many of these contributions have

PHYSICS AND SUSTAINABLEDEVELOPMENT

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n celebration of the InternationalYear of Physics 2005, a

Conference on World View onPhysics Education 2005: Focusingon Change will be held in New Delhi,India on 21-26 August 2005. The

sponsors of the conference include InternationalCommission on Physics Education (ICPE), InternationalUnion for Pure and Applied Physics (IUPAP) and theUnited Nations Educational, Scientific and CulturalOrganization (UNESCO).

The conference has the following themes: (1)Changes in the ways of teaching-learning of physics,(2) Changes in the understanding of the teaching-learning process, (3) Changes in the content ofphysics as a discipline and (4) Changes in the contextof physics teaching.

Noble Laureate Prof. Horst Stormer of ColumbiaUniversity, USA and Lucent Technologies will deliverthe Inaugural Plenary.

Some selected proceedings would be telecast viaEDUSAT, India’s indigenous Educational Satellite whichwould transmission and interactive linkage to any partof India.

The main thrust of deliberations would beUndergraduate and Senior Secondary PhysicsTeaching. Only glimpses of physics at other levelsshall be provided through special exhibitions, postersessions, etc.

Two special sessions - Nurturing Women in Physicsand Physics and Sustainable Development - areplanned.

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In this issue

• International Conference on WorldView on Physics Education, 1

• Physics and SustainableDevelopment, 1

• ICPE Chair’s Corner, 2• Fundamental Principles in

Introductory Physics, 3• Physical Science Educator’s

Perceptions of the Inclusion ofAstronomy, 8

• Some International Projects forthe World Year of Physics 2005,11

• Physics Activities Around theWorld, 12

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April 20052 International Newsletter on Physics Education


ICPEChair’sCorner

e have now spent a few months of the WorldYear of Physics, or the International Year of

Physics as the United Nations liked to call it. Asprobably most of you know, the idea was born in theyear 2000 during the celebration of the Max Planckcentenary in Berlin. Martial Ducloy of France, laterto become President of the European Physical Society(EPS), started reminding us of the splendid opportunityto celebrate the centenary of the miraculous 1905year of Einstein, and make it into a really global yearof physics. EPS accepted the idea.

All major international organizations with physics orscience interests joined, like IUPAP and UNESCO, andfinally the UN General Assembly passed a resolutionlast June to the same effect. In January of this year,a Launch Conference was arranged at the UNESCOheadquarters in Paris. The meeting had the suitabletitle Physics for Tomorrow. Not only was it attendedby several very distinguished speakers, some of whomwere Nobel laureates, but also by several hundredsof young people from all over the world. All of us whoattended this conference were duly impressed bythe presence of these (hopefully) future scientists.

For ICPE the main event will be the conferencearranged by our member Pratibha Jolly and hercollaborators in New Delhi in August of this year.

The title “World View on Physics Education in 2005:Focusing on Change” is a challenge to all of us in thecommunity to think of the future of physics in schoolsand universities. The string of international physicseducation conferences supported by ICPE and IUPAPin 2003, 2004 and 2005 in Cuba, South Africa andIndia, respectively, sets up an extremely valuablecomplement to others arranged in countries withlonger traditions in this respect.

In October 2005, Durban is again hosting a conference,sponsored by UNESCO, IUPAP, International Centrefor Theoretical Physics (Trieste) and the SouthAfrican Institute of Physics. The dates are October31 to November 2 and the title World Conference onPhysics and Sustainable Development.

Physics Education is one of the four themes chosenfor the agenda; the others are Physics and EconomicDevelopment, Physics and Health, and Energy andthe Environment.

However important these international manifestationsare, it is probably promoting the cause of physicseven more if things happen locally, with activitiesinitiated by us individual physicists in our surroundings.

In this way one can, for instance, strengthen thecontacts between schools and university physics:invite school pupils to come and see your laboratories.If you are working at a university, you can go out tothe schools and meet teachers and pupils in theirdaily environment, arrange exhibits, give publiclectures, get in touch with media and use theopportunities for comments on physics events in theresearch community. An excellent tool for keeping upwith news is subscribing at http://physicsweb.org.

At the end of this year, the IUPAP Council meets inCape Town to prepare the agenda for the IUPAPGeneral Assembly. One of the major tasks of theAssembly is to decide about the future officers andCommissions. This implies that for some of us ournext ICPE annual meeting in New Delhi will be thelast. Fortunately, some members will stay for anotherthree-year term, to secure the continuity. My ownfarewell can wait until our next issue of theNewsletter.

GUNNAR [email protected]

http://www.wyp2005.org

Coinciding with 100th anniversary of AlbertEinstein’s “Miraculous Year”, the events of theWorld Year of Physics 2005 aim to raise theworldwide public awareness for physics andmore generally for physical sciences.

W



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benefited people in the developed world more than thosein the developing world. The World Conference will givethe physics community the chance to begin to focus onhow we can work with colleagues in the developing worldto bring more benefits to their world.

As part of the celebration of the International (World)Year of Physics, UNESCO, the Abdus Salam InternationalCentre for Theoretical Physics (ICTP), the InternationalUnion of Pure and Applied Physics (IUPAP), and the SouthAfrican Institute of Physics (SAIP) have joined togetherto sponsor the World Conference. It is expected that500-600 physicists from around the world as well asrepresentatives of physics organizations and the privatesector will participate. With the help of manyorganizations, funds will be available to help support atleast 250 physicists from the developing countries andEastern Europe.

Four themes have been chosen for the conference.These are Energy and Environment, Physics and Health,Physics Education and Physics and Economic Development.

For each theme, an international Program Committeewill develop a program that that will allow participantsto formulate an action plan for the future. It is hoped

that the Conference will encourage the broad physicscommunity to initiate new mechanisms of cooperation tocarry out its plan of action. The Conference will alsoprovide an international forum to develop closercommunications, partnerships and networks amongphysicists, industrialists and policy makers fromdeveloped and developing countries.

The Conference is planned for three days. The first day,a plenary session, will be used to introduce the fourConference themes and the contributions of physicstoward each. Day one will end with a reception andposter session, to which all participants are invited tocontribute. The second day will be spent primarily insmaller group meetings for each theme to develop theaction-oriented outcomes. There will be a banquet onthe evening of day two. The final day, again plenary, willbe used to hear reports from the theme-orienteddiscussion groups and decide on final Conferenceoutcomes and action items.

Email updates regarding accommodations, registrationand other information may be received by visiting theweb site http://www.wcpsd2005.org.za/email.asp to placeyour name on the mailing list.

Source: http://www.wcpsd.org/objectives.cfm

PHYSICS... from page 1

FUNDAMENTAL PRINCIPLES IN INTRODUCTORY PHYSICSRuth Chabay and Bruce Sherwood

Dept. of Physics, North Carolina State University, Box 8202, Raleigh NC 27695, [email protected], [email protected]

The goal of the contemporary physics enterprise is to explain a broad range of phenomena usingonly a very small number of powerful fundamental principles. Although instructors and textbook authorsmay see the enterprise this way, this is not the view typically acquired by students in the calculus-basedintroductory course. The result of conventional instruction is to reinforce the student’s belief that thereexists a separate formula for every situation, and that the student’s task is to figure out which of theseformulas to use. Students may even believe that it is the responsibility of the teacher or the textbook to tellthem which formula to use! We have developed a new, modern, curriculum, Matter & Interactions, whichemphasizes the power of fundamental principles, and guides students through the process of startingfrom these principles in analyzing physical systems, on both the macroscopic and the microscopic level. Thecontinual emphasis on the application of fundamental principles and on the atomic nature of matter makespossible the integration of topics that are traditionally taught as disconnected: mechanics and thermalphysics are intertwined, as are electrostatics and circuits. For additional information, see http://www4.ncsu.edu/~rwchabay/mi.

Specially designed Satellite Events would be open tosenior school and college students to enable them tointeract with eminent physicists and educatorsparticipating in the conference.

A special first day registration is likely to enable thelarger community of physicists, physics teachers andother stakeholders to participate. The program would

INTERNATIONAL... from page 1 then give a preview of the conference. The remainingdays would tend to be more technical.

Registration for the conference opens on 13 January2005. Last day for early registration will end 8 June2005. Abstracts may be accepted until 11 April 2005and confirmation of their acceptance will be given on23 May 2005.

Source: http://www.icpe2005.net/index.htmlhttp://www.icpe2005.net/html/program.htm



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FUNDAMENTAL... from page 3

IntroductionPhysics is characterized by the search for deep, fundamentalprinciples. The power of physics is based on the idea that froma small number of fundamental principles it is possible to predictand explain a broad range of phenomena. However, despitethe intent of physics instructors and textbook authors, manystudents perceive the calculus-based introductory physics courseto consist of a large number of special-case formulas, eachspecific to a very narrow range of situations. In the typicalcourse students are not asked to analyse novel situations butrather to make small changes to previously solved problems.The emphasis is on specific solution patterns rather than onreasoning from powerful, universal principles.

We have created a new curriculum and accompanying textbook,Matter & Interactions (Chabay and Sherwood, 2002), which isstructured to make clear to students that there is a small numberof fundamental principles, which the students themselves canemploy to analyse a broad range of phenomena. In mechanics,these are the momentum principle, the energy principle, theangular momentum principle, and the fundamental assumptionof statistical mechanics. In electricity and magnetism, we addconservation of charge and the field concept, as expressed inMaxwell’s equations. This emphasis on fundamentals permitsthe integration of topics that have traditionally been keptcompletely separate. For example, mechanics and thermalphysics are intertwined, and both electrostatic and circuitphenomena are analysed using the same concepts andprinciples. Students are continually asked to analyse newsituations, different from ones they have seen before, by startingfrom these fundamental principles.

In addition to its emphasis on starting from fundamentals, theMatter & Interactions (M&I) curriculum is modern throughout.From the beginning, it emphasizes the atomic nature of matter,and does not relegate atoms to a final chapter that no one hastime for. Students themselves engage in building physical modelsof messy real-world phenomena, including making idealizations,simplifying assumptions, approximations, and estimates, insteadof solving only sanitized problems in which all such modellinghas been done silently by the textbook author. As a part of thisprocess, students write computer programs to model andvisualize mechanical systems and fields in 3D using VPython(http://vpython.org) as an introduction to computational physics,which has become an equal partner to theory and experimentin the contemporary physics enterprise. Details of the mechanicscourse are described in Chabay and Sherwood (2004); aspectsof the integration of mechanics and thermal physics aredescribed in Chabay and Sherwood (1999). For additionalinformation about the textbooks and curriculum, see http://www4.ncsu.edu/~rwchabay/mi.

Fundamental principlesStudents who have completed the introductory calculus-basedphysics course should see clearly that a small number offundamental principles can explain a very wide range ofphenomena; this should be a central goal of the course. Studentsshould learn to feel capable of applying principles to newproblems. They should see the place of classical physics in thelarger physics framework (including the atomic nature of matter,quantum mechanics, and relativity), and they should haveexperience with semiclassical analyses. In contrast, the typicalrationale given for introductory physics is to learn systematicproblem solving, to learn to separate the world into system andsurroundings, and to practice applying mathematics. Littleattention is given to the larger goal of bringing students to see

the unity of physics and the power of a small number offundamental principles.

The traditional calculus-basedintroductory physics course has beenunchanged for 50 years and is allclassical, all macroscopic, withanonymous, featureless objects of massm and charge q.

The theory expounded in lecture is often disconnected fromthe experiments done in the lab. There is no computationalphysics, despite the fact that contemporary physics is nowcharacterized as the interplay not only of theory andexperiment but also of computation. A serious failing isthat the traditional course does not connect to contemporarytopics such as materials science, biological physics,nanoscience, astrophysics and cosmology, nonlineardynamics, quantum computing, condensed matter physics,particle physics, or computational physics.

In the traditional calculus-based introductory physics coursethe fundamental concepts are introduced quite late, andconsequently are not seen by the student as having centralimportance. In a typical introductory textbook force isintroduced in chapter 5, energy in chapter 7, momentum inchapter 9, and angular momentum in chapter 12.Consequently, what students see as the most fundamentalprinciple in all of physics is x = (1/2)at2, the formula theyhave used the most.

Traditional instruction focuses on solutions to classes ofproblems (constant acceleration, circular motion at constantspeed, static equilibrium, etc.) rather than on reasoningfrom fundamental principles. There is a nearly exclusiveemphasis on deducing unknown forces from known motion(or lack of motion), with no opportunity for students toexperience the power of the Newtonian synthesis, in whichmotion is predicted from initial conditions and a force law.As a result of this emphasis, students in the traditionalcourse do not see clearly that a small number of fundamentalprinciples can explain a very wide range of phenomena.Rather what comes across to the students is that eachsituation has its own formula.

During the past 20 years there has been significant researchon the learning and teaching of physics, conducted byresearchers within the university physics community. Oneof the central results of this research has been the findingthat effective teaching and learning does not come easily,and requires a significant investment of effort and time onthe part of both instructors and students. Physics educationresearchers have developed a variety of improvedpedagogical approaches which do in fact improve students’learning of the traditional introductory physics topics.

We argue that it is time to ask a different question: whateducational goals are worth such an investment of timeand effort? What should students learn in the introductorycourse? A clear set of educational goals (not just a list ofphysics topics) needs to be articulated. The goal of the M&Icurriculum is to engage students in the contemporaryphysics enterprise, by emphasizing:

• A small number of fundamental principles, fromwhich students start analyses

• The atomic nature of matter, and macro/microconnections


International Newsletter on Physics EducationFUNDAMENTAL...from page 4

• Unification of topics, facilitated by the atomic view ofmatter

• Modeling physical systems, including computationalmodeling

As an example, in mechanics the fundamental principlesare introduced much earlier than has traditionally beenthe case. The momentum principle is introduced inchapter 1 and used from then on; the energy principleis introduced in chapter 4, the angular momentumprinciple in chapter 9, and the fundamental assumptionof statistical mechanics in chapter 10. This in itselfmakes the fundamental concepts and associatedprinciples stand out as truly central to the enterprise.

In the traditional curriculum, the momentum principle(Newton’s second law) is not actually central. In itsgeneral form, it is introduced very late in the course. InMatter & Interactions it is introduced immediately in

chapter 1 in the form , where

. The concept of momentum,

and the idea that for a known force law the motion ofobjects can be predicted into the future in an open-ended fashion, is central to the entire mechanics course. Weintroduce the Newtonian Synthesis: initial conditions plus themomentum principle plus a force law make possible an iterativeupdate of momentum and position, showing the time-evolutioncharacter of the momentum principle. (This picture constrastswith the understandable perception of students that F = ma isessentially an algebraic statement of proportionality, with nosense of time evolution.) Students carry out one or two stepsof the Newtonian Synthesis on paper, then write computerprograms to study planetary orbits, spring-mass oscillators,and scattering. We place less emphasis on deducing forcesfrom known motion, such as deducing the support force of aninclined plane on a sliding block.

Teaching students to start from fundamentalsIt is important that students be able to approach problems ofa kind they’ve never seen before. This requires starting froma fundamental principle rather than using a solution fromsome previously solved problem or grabbing a tertiaryformula.

The idea of starting every analysis from afundamental principle is a new one tomost students, whose previous schoolinghas stressed memorizing formulas to beused in particular kinds of problems.

To these students, it is not obvious how they will obtain asolution (the desired quantity) by starting with an equationthat may not explicitly contain that quantity at all. Thus, partof the instruction and acculturation necessarily involves explicitteaching of what it means to start from a fundamental principle,and how to move from the general statement of the principleto a detailed analysis using information particular to a specificsituation.

One useful representation was developed by an undergraduateteaching assistant, who himself had taken the course only ayear previously (Alex Schriber, personal communication, April

2004). He envisioned the problem solution process as adiamond-shaped flow, first expanding from a fundamentalprinciple, then contracting to a final solution. Many studentsfound this graphic device extremely helpful in clarifying whatwas meant by starting from a fundamental principle, andindeed were able to apply it to the solution of problems which

they had previously found intractable. Here is an example ofhis “diamond” approach, starting with the energy principle:

Without this visual guide to the problem solving process,students had typically focused only on the last step: plugnumbers into some formula.

Examples of large problems involving modelingHere are some examples of novel situations which we assignstudents to analyze as homework problems. Applications ofthe momentum principle:

• Running students collide (find the force of one studenton the other)

• NEAR spacecraft encounters Mathilde asteroid (adetailed statement follows below)

• Finding dark matter (how Vera Rubin discovered thisin galaxies)

• Black hole at galactic center (find the mass from theorbits of nearby stars)

Applications of the momentum principle plus the atomic natureof matter:

• Ball-and-spring model of solid• Macro-micro connection: Young’s modulus yields

interatomic spring constant ks• Model propagation of sound in a solid; determine

speed of sound• Diatomic molecule vibration: estimate the frequency

from interatomic ks

Quantum statistical mechanics of the Einstein solid at the endof the mechanics course: students fit data for the low-temperature heat capacity using ks obtained from Young’smodulus.

Here is the problem statement concerning the NEAR spacecraftmission:

In 1997 the NEAR spacecraft passed within 1200 km ofthe asteroid Mathilde at a speed of 10 km/s relative tothe asteroid (http://near.jhuapl.edu). Photos transmittedby the spacecraft show Mathilde’s dimensions to be about

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Choose a system.

Ef = Ei + Wext

(m1f c2 + K1f )+(m2f c2 + K2f )+...+ U12f +... = (m1i c2 + K1i )+(m2i c2 + K2i)+...+ U12i +...+ Wext

Rewrite with appropriate subscripts for the particular situation.

Cross out any terms that are zero;write specific potential energy terms.

Solve for unknown.

Plug in numbers.

pf = pi + Fnet tϖϖϖ

p = mv/ √1-v2/c2ϖϖ


International Newsletter on Physics EducationFUNDAMENTAL...from page 5

70 km by 50 km by 50 km. It is presumably composed ofrock; rock on Earth has an average density of about 3000kg/m3. The mass of the NEAR spacecraft is 805 kg.A) Sketch qualitatively the path of the spacecraft:B) Make a rough estimate of the change in momentum ofthe spacecraft resulting from the encounter. Explain howyou made your estimate.C) Estimate the deflection (in meters) of the spacecraft’strajectory from its original straight-line path, one dayafter the encounter.D) From actual observations of the position of thespacecraft one day after encountering Mathilde, scientistsconcluded that Mathilde is a loose arrangement of rocks,with lots of empty space inside. What about theobservations must have led them to this conclusion?

These homework problems deliberately transcend thetraditional narrow restrictions of introductory mechanics.Classical mechanics taught in isolation is sterile, and can leadto wrong physics. Classical mechanics needs to be embeddedin the larger context of thermal physics, relativity, andquantum physics to be authentic to contemporary physics,which is often semiclassical. After a traditional mechanicscourse, a math major in our E&M course said, “Last semesterthey presented mechanics as a closed axiomatic system. Ithought I had learned something of universal validity, and Ifelt betrayed when I found that wasn’t true. I appreciate anaxiomatic treatment in math courses, but that’s notappropriate in a physics course.”

Students’ perception of fundamentalsDo students studying the M&I curriculum in fact see andunderstand the power of fundamental principles in physics?One source of information is students’ own reflections.Students were asked to write a paragraph to answer a questionsuch as, “In your opinion, what was the most importantconcept in chapter 3?” Here is an example of a studentreflection:

In my opinion, the central idea in this chapterwas to learn that atoms bonded to each othercan be thought of as two balls connected to oneanother with a spring. Once we understood thisconcept, we could apply the models of springsfrom the macroscopic world to the atomic level,which gave us a general idea of how things workat the atomic level. Understanding that gave usthe ability to predict vibrational frequencies ofdiatomic molecules and sound propagation in asolid. It is absolutely amazing how we can usevery simple concepts and ideas such asmomentum and spring motion to derive all kindsof stuff from it. I truly like that about this course.

A second measurement of students’ view of fundamentalswas made in a problem-solving study.

How students use their knowledge reflectsthe nature and organization of theknowledge.

In a protocol study very difficult, novel problems were posedto volunteer students from a traditional course and to studentsfrom an M&I course at the same institution. A strikingdifference in the two populations was that students from atraditional course tried to map each problem onto a problemwhose solution they knew, and/or looked fruitlessly for aformula for the particular situation. In these difficult problemsthis mapping was inappropriate; for example, students tried

to use results from uniform circular motion in analysing anelliptical orbit, or to use constant acceleration results todescribe air resistance forces (Chabay, Kohlmyer, & Sherwood,2002). In contrast, even if they were not able to completethe difficult analysis, all M&I students started from afundamental principle (Kohlmyer, Chabay, and Sherwood,2002).

IntegrationThe emphasis on starting from fundamental principles, andthe stress on an atomic view of matter, makes possible theintegration of topics which traditionally are presented asdisconnected subjects. In this section we discuss two examplesof such integration: the integration of mechanics and thermalphysics (Chabay & Sherwood, 1999), and the integration ofelectrostatics and circuits. Like other topics in the course,these subjects are presented in such a way that the limitationsof the purely classical treatments are clear, and the articulationof classical physics with quantum and relativistic physics isexposed.

Macro-micro connections and the integration of mechanicsand thermal physicsIt is a peculiar feature of the traditional introductorycurriculum that classical mechanics and thermal physics aretaught as separate subjects. The first law of thermodynamics,for example, is often presented as though it were completelyseparate from the energy principle encountered in mechanics.However, classical mechanics alone, without the addition ofthermal physics, cannot explain various common everydayphenomena. For example, if you drag a block across the tableat constant speed, it would seem that no net work is done onthe block, yet the block’s temperature rises, and evidentlythere is an increase in the internal energy of the block(Sherwood & Bernard, 1984). Does this mean that the energyprinciple applies only to situations where thermal effects arenegligible? Or is it a powerful fundamental principle that appliesto all situations?

The M&I curriculum intertwines mechanics and thermalphysics, by taking a viewpoint that emphasizes the atomicnature of matter. The ball and spring model of a solid isintroduced early in the mechanics course. Students hangweights from the end of a long thin wire and measure Young’smodulus, then interpret this phenomenon in terms of the balland spring model of a solid metal. Through a semiclassicalmacro-micro argument we obtain from Young’s modulus theeffective stiffness of the spring-like interatomic bond.

Students measure the spring stiffness and period of amacroscopic spring-mass system, then write a computerprogram to carry out a numerical integration of themomentum principle applied to this system, using theirmeasured mass and spring stiffness. They find goodagreement between the period of the computer model andthe period they measured. Students also study the analyticalsolution for the motion. From there, we consider a microscopicmodel of an aluminium wire, considered as a chain ofaluminium atoms connected by interatomic “springs”, whosestiffness the students previously determined from Young’smodulus for aluminium. By displacing an atom and observingthe propagation of the disturbance through the chain of atomsin the model, it is possible to obtain a numerical predictionfor the speed of sound, which agrees quite well with themeasured speed of sound in aluminium. This analysis isrepeated to find the much smaller speed of sound in lead. Itis a striking example of the power of the fundamental principlesof physics, plus a simple model for the atomic nature of matter,




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FUNDAMENTAL...from page 6that hanging weights on the end of a wire leads to predictingthe speed of sound!

As a result of this experience with the ball and spring modelof a solid, when the energy principle is introduced it is easyto include the thermal energy of a macroscopic object, whichis simply energy associated with the microscopic kinetic andpotential energy of the atomic balls and springs making upthe solid. Thermal energy is always considered along withother energy terms in the application of the energy principleto macroscopic systems.

Since students have previously encountered the idea ofdiscrete electronic energy levels in their chemistry courses,it is an easy step to discussing quantised electronic, vibrational,and rotational energy levels, and photon absorption andemission, in a variety of atomic systems. No attempt at thisstage is made to discuss wave functions, superposition, orthe relation of wavelength to photon energy. We state thatthe quantised harmonic oscillator has evenly spaced energylevels, and students work through several exercises andproblems that deal with this system.

With this preparation, students in the introductory course findquite accessible a quantum statistical mechanics analysis(Moore and Schroeder, 1997) of the Einstein solid, a ball andspring model in which each atom is modelled as threeindependent quantised oscillators. Students write computerprograms to calculate the entropy, temperature, and heatcapacity of nanoparticles of aluminium and lead. They areasked to fit their curves for heat capacity as a function oftemperature to actual experimental data for aluminium andlead, by adjusting one parameter, the effective stiffness ofthe interatomic “spring”. When a stiffness that is consistentwith the value of Young’s modulus is used, the curves fit theexperimental data quite well.

This climax to the mechanics portion of the course is a strikingillustration of the power of fundamental physics principlesand atomic models of matter. The students see that frommeasuring the stretch of a wire due to hanging weights, theygain sufficient information to predict both the speed of soundand the temperature dependence of the heat capacity of themetal, two properties that initially look totally unrelated tothe original measurement.

Macro-micro connections and the integration of electrostaticsand circuitsIn the traditional E&M curriculum electrostatics and circuitsare treated as almost completely separate topics. Electrostaticphenomena are analysed in terms of charge and field, butcircuits are analysed in terms of current and potential, andthe connection between these two sets of concepts is notmade salient. This dissociation undermines the claim thatphysics can analyse a wide range of phenomena starting froma small number of powerful fundamental principles. Pedago-gically, it also removes the concept of electric field from thestudent’s view, so that by the end of the course studentshave often forgotten most of what they learned about thisconcept in the beginning.

In the M&I curriculum both DC and RC circuits are analysedfrom a microscopic point of view directly in terms of electricfield and the microscopic properties of conductors. The keyto this microscopic analysis is the surface-charge model ofcircuits. This model has appeared in the physics literature formany years but has rarely been mentioned in introductorytextbooks (Preyer, 2000). Haertel (1987) brought the

explanatory power of this model to our attention andstimulated us to explore ways to make this analysis accessibleto students in the introductory calculus-based course. Thescheme now works well, and students acquire a deep senseof mechanism for circuit behaviour, including the transient inwhich the steady state is established through feedback. Thesubsequent connection of this model to the traditionalmacroscopic analysis of circuits allows students to reinforceconnections between field and potential difference, and tosee the microscopic components of macroscopic quantitiessuch as resistance.

Classical physics in the larger contextSince so many contemporary applications of science andtechnology are based on 20th century physics, it is importantthat students completing an introductory physics course,whether or not they will continue to study physics, see therelationship of classical physics to modern physics.

In the M&I curriculum the principles ofmechanics and E&M are not narrowlyrestricted to their limited classicalformulations but are obviously embedded ina larger physics context.

Momentum and energy are treated relativistically from thestart. Students work homework problems on fission and fusionin which the rest masses change. Quantised energy isintroduced to help students link the nature of energy at themacroscopic level to the behaviour of energy in the world ofatoms. The reality of electric field is made manifest throughdiscussions of retardation effects, in which the field of a remotepositron and electron can affect matter for a while even afterthe remote source charges have annihilated each other.Retardation also plays a role in the transient that leads to thesteady state in a simple circuit. A thought experiment involvingthe mutual repulsion of two protons, viewed from two differentreference frames, shows that time must run at different ratesin the two frames. All of these discussions serve to situateE&M in a larger context than would otherwise be the case.

Use of the M & I CurriculumThe Matter & Interactions curriculum is currently in use withstudents at a variety of institutions within the United States,including small private universities, large state engineeringand science universities, four-year liberal arts colleges, andtwo-year community colleges. Extensive resources areavailable for instructors who wish to implement thiscurriculum. For more information, see http://www4.ncsu.edu/~rwchabay/mi.

AcknowledgementSupported in part by NSF grant DUE-0320608.

ReferencesChabay, R. W., Kohlmyer, M. A., & Sherwood, B. A. (2002).

Students’ approaches to hard problems I: Traditionalcourse. AAPT Announcer, 32 (2), 121.

Chabay, R. W. & Sherwood, B. A. (1999). Bringing atoms intofirst-year physics. American Journal of Physics, 67, 1045-1050.

Chabay, R., & Sherwood, B. (2002). Matter & Interactions I:Modern Mechanics and Matter & Interactions II: Electric& Magnetic Interactions. New York: John Wiley & Sons.

Chabay, R. W. & Sherwood, B. A. (2004). Modern mechanics.American Journal of Physics, 72, 439-445.

Haertel, H. (1987). A Qualitative Approach to Electricity. PaloAlto: Institute for Research on Learning.

Kohlmyer, M. A., Chabay, R. W., & Sherwood, B. A. (2002).Students’ approaches to hard problems II: Reform course.AAPT Announcer, 32 (2), 121.



Moore, T. & Schroeder, D. (1997). Adifferent approach to introducingstatistical mecanics. AmericanJournal of Physics , 65, 26-36.

Preyer, N. W. (2000). Surface chargesand fields of simple circuits.American Journal of Physics, 68,1002-1006.

Sherwood, B. A., & Bernard, W. H.(1984). Work and heat transfer inthe presence of sliding friction.American Journal of Physics 52,1001-1007.

FUNDAMENTAL... from page 7

Physical Science Educators’ Perceptions of the Inclusion of Astronomy and Their Conceptions inAstronomy with Regard to the New FET Physical Sciences Curriculum in S.A.

Nadaraj Govender, Faculty of Education, University of KwaZulu-Natal

[email protected] and innovative additions to thenew FET physical science curriculum(D.O.E., 2003) for example, astronomy,particle physics, astrophysics posemajor challenges to physical scienceseducators. They have to make decisionsabout the depths of themes and selecteffective teaching strategies with regardsto the Outcome-Based Education (OBE).The new curriculum is expected to creategreater interest in Physical Sciences andseeks to provide alternate careerpathways in science. Teacher’s contentknowledge and pedagogical contentknowledge especially in astronomyeducation have hardly been researchedin SA. A literature survey in basicastronomy and earth related conceptsamongst students (Trumper, 2000)suggests that the alternative concepts inastronomy are widespread and are noteasy to change. Such data is necessaryfor curriculum planning and effectiveteaching and learning in the new themes.The aim of this research was two-fold:Firstly to determine the perceptions ofhigh school physics teachers of inclusionof astronomy education in the FETPhysical Sciences curriculum andsecondly to categorize their conceptualunderstandings of basic astronomicalconcepts viz. day and night, seasons,phases of the moon and planets andstars.

Physics Education links withAstronomy EducationAstronomy is one of the oldest sciencesbut only recently introduced in schoolscience curriculum in SA. South Africa isone of the leaders in astronomy researchand with its new project, SouthernAfrica’s Large Telescope (SALT),astronomy education is bound to grow.Reports of introduction of astronomyeducation in Northern Ireland found thatlearners found it interesting, different and‘related to everyday life’ (Jarman &

McAleese, 2000). Johansson, Nilsson,Engstedt & Sandqvist (2001) states thatexposing students to modern physicswhich includes astronomy, particlephysics and cosmology with scientificdata and the right tools, students couldexplore fundamental processes in naturethat they thought were only accessibleto scientists.

An excellent reason for learning physicswith astronomy is not only tocomprehend the fundamantal laws ofnature but learning is immediate andrelevant to one’s curiosity about thenature of the universe. The physicsconcepts are clearly applicable innumerous examples in astronomy, forexample “What keeps the planetsrevolving around the Sun?” involves botha study of mechanics and basicastronomy. Another reason relates to theuse, costs and impact of technicalinstruments in astronomy. The new FETPhysical Sciences curriculum to beimplemented in 2006 features severallinks with astronomical concepts : Grade10 and 11 Mechanics includes planets andtheir movements, astronomy andcosmology; Waves, Sound and Lightincludes astronomical instruments,starlight and sunlight; and Grade 12Matter & Materials covers Astrophysics.

MethodologyThe methods of data collection includeda Multiple Choice Questionnaire (MCQ)and individual and group focussedinterviews. Fourteen high schoolteachers were first given the MCQ basedon alternative conceptions in Astronomy.The questionnaire covered dailyobservational astronomy, day and night, seasons, phases of the moon andplanets and stars. There were almost anequal number of females and males withages ranging from 22-50 year-olds. Theindividual and focussed group interviewswere conducted immediately after theMCQ was completed. Most teacherscompleted a diploma in education at oneof the ex-colleges of education and afew had degrees in pure sciences. Theteachers taught either Physical Sciencesonly and/or Biology or Maths. Theaverage teaching experience rangingfrom 3 years to 25 years.

A question on teacher’s confidence on ascale 1-5 was included to guage teacherattitude towards teaching astronomy. Thedata from the MCQ were analysed forhigh frequency choices. The data from

both individual and focus groupinterviews were recorded, transcribedand analysed using the phenomeno-graphic method-a complex “hermeneutic“ procedure (Marton, 1981). The objectof phenomenographic research is toidentify the variation in ways ofexperiencing something or a concept.Phenomenography describes thephenomena in the world as others seethem, and in reporting and describingthe variation therein, especially in aneducational context. Phenomeno-graphers are also interested in exploring“changing in capabilites” (or howconcepts can be changed) which can behierarchically ordered for understandingparticular phenomena. Some capabilitesare more complex then others anddifferences between the concepts areeducationally crucial to learning.Phenomenography therefore provides awell researched theoretical foundation toconstruct an explanatory framework ofteacher’s conceptions in Astronomy andhas already found applications in PhysicsEducation (Govender N, 1999).

ResultsTeachers attitude during interviews werepositive towards astronomy education asthey felt that everyday questions can benow understoon by learners. Oneteacher who wanted to switch toTechnology teaching now said that shewill remain as a Physical Science teacher.Teachers generally felt that they neededworkshops to upgrade their knowledgeand the more confident teachers thatthey can teach by consulting textbooks.The data from the confidence scale andscores obtained suggests that teacherswere over confident of their conceptualunderstandings in astronomy education.Probing physical sciences teachers’understandings of basic astronomicalconcepts i.e., day/night, seasons, phasesof the moon and planets and starsthrough the MCQ’s and interviewsconfirmed most of the alternativeconcepts experienced by school children(Baxter, 1985), university students(Trumper, 2000) and primary schoolteachers (Parker & Heywood, 1998) asreported in international literature. Theresults are reported under the followingcategories.




1. Observational Astronomy

Data from MCQ

Analysis and discussion of observational astronomyThe majority of the sample did not know that the Sun’s pathchanges over days in the sky. A large percentage indicatedthat the Sun is always or sometimes directly overhead atmidday. At least two teachers did not know that the Moon canbe visible during the day. Trumper (2000) noted that universitystudents performed poorly on this aspect as well. The Sun’sposition at specific times of the day and during seasons, lowin altitude in Winter and high in Summer were not observedover time suggests a lack of general observation and inquiryalthough skills expected of science teachers.

2. Day and NightData from MCQ

Data from analysis of interviews

Analysis and discussion of conceptions of Day and NightBoth question 5 and 7 confirms that some teachers still holdthe geocentric view instead of the heliocentric view of theSolar System. They confused rotation of the earth on its axisonce in 24 hours with revolution of the earth, one a yeararound the Sun, evident in Trumper’s (2000) study withstudents as well. Question 5 revealed that some teachers didnot know that the earth rotates on its axis from west to eastonce in 24 hours as they chose the rotation of the earth alonga line from North Pole to South Pole. There is a uncer-taintyarising with regard to the use of terminologies em-ployed byscience teachers where words such as rotation, revolve andspin are used inter-changeably. Parker & Heywood (1998)also found that primary school teachers descriptive languagewas embedded in everyday language with words such as goesaround,moves about, turns being employed interchangeablyin describing orbit and spin.

PHYSICAL... from page 8 Although teachers do not elaborate on the sphericity andopaqueness of the earth, they are aware that due to the rotationof the earth, exposure of light by the sun onto half of theearth results in day and night. Most university students(Trumper, 2000) and high school students (Lightman and Sadler,1993) also hold the correct view of day/night. Baxter (1985)provides four conceptions about children’s ideas about why itgets dark at night viz., conceptions of the animate sun, coveringthe sun, astro-nomical move-ments and orbits, and rota-tionof the earth. A pos-sibilty exist that some teachers may holdcon-ceptions as pointed out by Baxter as five teachers inQuestion 6 answered that the moon has something to do withthe reason for day and night. A promi-nent and con-sistentconcept that emerged during inter-views is teachers beliefthat the sun is absolutely stationary. This suggest a limitedunderstanding of the relative motion of the Sun with respectto other galaxies.

3. SeasonsData from MCQ

Analysis and discussion of Seasons

With regard to the earth’s tilt, 33% were unsure about theposition of the South Pole in Summer in SA. 27% indicated itslanted towards the Sun and 21% said it slanted away fromthe Sun. The categories of conceptions for Seasons (Table 2)obtained after interviews and phenomenographic analysisrevealed five distinct concepts to explain seasons. Seasonsare a yearly occurrence and although a general description ofthe change in seasons can be furnished, few teachers provideda complete scientific explanation of seasons. Trumper (2000)found that in three MCQ questions on seasons, only about30% of students answered all correctly and Atwood & Atwood(1996) found only one answered fully out of forty-fourpreservice elementary teachers. The scientific conception thatwas required for seasons was based on the following : Theearth rotates on its axis as it revolves around the sun. “Theinclination of the earth’s axis causes variations in the lengthof the day and the angle at which the Sun’s rays strike theEarth’s surface. These two factors affect the amount of heatthe Earth’s surface receive during the day and radiates awayat night and it is these variations that causes seasons” (Dilley& Rijsdijk, 2000, p. 42).The most common explanation for seasons cited anddemonstrated in this study and others (Atwood & Atwood,1996) is the movement of the Sun closer to the Earth forSummer and further away from the Earth for Winter. Children

See page 10

1. The sun always follows the same path through the sky in SA. a. True b. False c. Not sure d. Don’t knowResponses 5 6 2 12. The sun is directly overhead at midday in SA. a. Always b. Sometimes c. Never d. Not sure e. Don’t knowResponses 5 6 2 13. The moon is only visible at night. a. True b. False c. Not sure d. Don’t knowResponses 5 6 2 1

4. The sun goes around the earth once in 24 hours. a. True b. False c. Not sure d. Don’t knowResponses 3 7 2 15. The earth turns around on a line from the north to the southpole once in 24 hours. a. True b. False c. Not sure d. Don’t knowResponses 9 4 1 06. The moon plays a role for the occurrence of day and night. a. True b. False c. Not sure d. Don’t knowResponses 3 8 2 17. The earth moves around the sun once in 24 hours. a. True b. False c. Not sure d. Don’t knowResponses 4 6 3 1

Category of Conceptions of Day and NightSun is stationary - Earth is rotating

Table 1: Categories of Conceptions of Day and Night

8. In summer in South Africa the earth’s south pole is slanted toward the sun. a. True b. False c. Not sure d. Don’t knowResponses 6 0 4 29. In winter it is colder because the heat from the sun is more spread out. a. True b. False c. Not sure d. Don’t knowResponses 5 6 3 0

The Sun is closer to the Earth for Summer and further awayfrom the Earth for Winter.The N-pole is closer to the Sun for Summer and S-pole isfurther away for Winter.The earth is tilted and revolves and the tilt changes resultingin the different seasons.The earth is tilted and revolves. Only Summer and Wintercan be explained.The earth is tilted and revolves resulting in the differentseasons. All seasons can be explained.

Table 2: Categories of Conceptions for Seasons


International Newsletter on Physics EducationPHYSICAL... from page 9 explanation for phases of the moon are

caused by reflected sunlight was givenby only three teachers in this study and30%-40% other studies with universitystudents (Trumper, 2000; Zelik et al,1998; Bisard, et al., 1994). Physicalscience teachers in this study haddifficulty representing the correct lunarphase for a given-earth –moon model.

Baxter (1989) noted that childrendeveloped five different ideas of phasesof moon including the science view.These were from clouds cover themoon,planets cast a shadow on themoon, shadow of sun falls on moon,shadow of earth falls on moon to thescientific view relative position of theSun-Moon –Earth and reflected light ofthe moon. Physical science teachers holdat least three of these concepts.

5. Planets and StarsData from MCQ

Analysis and discussion of conceptionsof Planets, Sun and starsThe MCQ and interview analysis suggeststhat there is poor understanding of thedistance of the Sun to Earth, size of Sunin relation to other stars,composition ofthe Sun and distance of stars. Somethought that planets and stars are thesame and some the planets give off light.Possible reason is that visible planets likeMars, Venus and Jupiter are seen to beshining and are viewed as not reflectinglight but as a source of light. Stars arealso thought to be found within our SolarSystem. A significant percentage of

teachers did not know that the Sun isjust another average middle-aged star.There are seven different conceptionsrelated to the stars and the Sun (Table4). The Sun being a ball of fire is acommon naïve conception as one wouldthink of a coal fire. There is evidence ofknowledge of the composition of thegases in the Sun but this is not relatedof nuclear fusion. Another common naïveconception is that the Sun reflects lightonto the stars; stars themselves are notsources of light analogous to moonlight.

Conclusions and EducationalImplicationsThe categories of description obtainedprovides crucial information to constructan explanatory framework of teachers’understandings of difficult concepts inthe theme Earth & Beyond. Without anintervention process, teachers mostlikely will teach what they know about

seasons and entrenchincorrect conceptions inlearners. In resolvingteacher’s dilimma’s thereare two major issues forteacher education. Firstlyteachers need to resolvetheir own concepts(declarative knowledge)and understand thephenomena they are toteach and secondlyteachers need to know howto present astronomicalphenomena at anappropriate at a particularlevel.i.e their pedagogicalcontent knowledge is alsosignificant. Teacherstherefore must be awareof the alternativeconceptions that theythemselves hold and

undergo conceptual change. Thecategories of conceptions obtained in thisand other studies provides us with thisinformation. They must also be informedof their learners conception at thatparticular age or school phase level andhow to resolve them. If both issues arenot firmly resolved, then conceptualconfusion will occur at both teacher andlearner level.- a serious issue for teachereducation. The subsequent question toask is what kind of strategies assist

(Baxter, 1989) at ages 13-16 year oldsgave the same reason for seasons whichwas the commonest followed by tilt ofthe earth’s axis. During interviews, thesequence of cycles of seasons could bestated but only Summer and Winter couldbe explained, either with the variabledistance of Sun to Earth or the tilt of therevolving Earth. Autumn and Springposed a significant hurdle for teachersto explain. Teachers thus hold most ofthe alternative conceptions that 12-16olds sti l l hold about Seasons asevidenced from the categories ofconceptions for Seasons (Table 2).

4. Conceptions of Phases of theMoon and EclipsesData from analysis of interviews ofPhases of the Moon

Analysis of conceptions of Phases of theMoonMCQ in this study showed that 57 %chose the correct option whereas 30 %were unsure that the proportion of theMoon seen on the Earth depends onrelative position of the Sun , Moon andEarth.

In this study three distinct explanationswere given:

i)The earth casts a shadow on the mooncausing the different phases of the moon:One possible reason for holding thisconcept maybe related to teachersunderstanding of eclipses and phasesof moon being the result of the samephenomena.In solar eclipses, themoon’s shadow falls on the region ofthe earth causing total and partialeclipse giving light and dark areas.These l ight and dark areas maybelinked with the changing phases of themoon. This is the most commonconception in this and other studies,Trumper (2000) with students andBaxter (1985) with 16 year-olds highschool learners.ii)The earth blocks the moon: The earthblocks the moon from the Sun accountsfor teachers incorrect explanation ofnew and full moon-a commonly heldalternative concept. For new moon, theSun-Earth and Moon are in a line andteachers explained that no light fromthe Sun goes to the moon, as the earthis on the way and the moon appearsdark. For full moon, Sun-Moon andEarth are in a line and light from theSun shines on the Moon which thenreflects onto Earth.iii) The relative position of the Sun, Earthand Moon results in the different phasesof the moon: The ful l scientif ic Continue to next page

12. Stars are the same as planets but are out of thesolar system. a. True b. False c. Not sure d. Don’t knowResponse 3 6 2 314. Stars give out heat and light and planets don’t. a. True b. False c. Not sure d. Don’t knowResponse 4 4 1 215. Stars go around planets. a. True b. False c. Not sure d. Don’t knowResponse 4 5 2 216. Stars are a long away from the solar system. a. True b. False c. Not sure d. Don’t knowResponse 6 2 3 217. Some stars are nearer and some stars are furtheraway from the earth than the planets. a. True b. False c. Not sure d. Don’t knowResponse 3 6 0 318. The Sun is a star. a. True b. False c. Not sure d. Don’t knowResponse 8 2 2 1

Data from analysis of interview

Sun is the central source of all light. Sun is a ball of fire and limited lifespan.Sun is not a star. Sun is a star.Sun is bigger than stars. Stars bigger than the Sun.Sun has hydrogen and helium gases.

Table 4: Categories of Conceptions of Planets and Stars

The earth casts a shadow on the moon.The earth blocks the moon.The relative position of the Sun, Earth and Moon.

Table 3: Categories of Conceptions forPhases of the Moon



• “International Launch Event ofthe World Year of Physics”Contact: Johannes Orphal and MartialDucloyEvent place: UNESCO, Paris, FranceDates: January 13-15, 2005 (closed).The Launch Conference of the World yearof Physics 2005 was a great success! Wehad over 1200 participants; over half ofthem were students. 25 percent of thestudents were young women. There werealso students on an individual basis, sothe overall number of countriesrepresented by STUDENTS was 70(exactly). A nice short report (BLOG)for each day of the conference is fromAPS journalist Ernie Tretkoff, see:w w w . p h y s i c s 2 0 0 5 . o r g / w y p b l o g /#010305#010305• “Beyond Einstein - Physics forthe 21st Century”Contact person: Ophélia FornariEvent place: Bern, SwitzerlandDates: 11 - 15 July 2005

Description: The 13th General Meetingof the European Physical Society willtake place in Bern, and is expected tobecome a high point of the World Year ofPhysics , WYP2005, i.e., the centennialcelebration of the annus mirabilis 1905of Albert Einstein, which he spentworking at the Swiss Patent Office inBern.• “Physics Talent Search”Contact: Beverly HartlineEvent place: Various countriesDates: Entire yearDescription: A Physics Talent Searchis be organised within the framework ofthe World year of Physics. Its goal is tocreate enthusiasm, interest, andparticipation in physics among youngpeople (and their families). Participatingcountries will identify physics-talentedgirls and boys who will be rewarded forthe excellence in physics.• “Stories in Physics”Contact: Fred HartlineEvent place: Various countriesDate: entire yearDescription: Well told stories are acompelling way to reach students andadults, and stories about physics can domuch to make physicists and their workbetter understood, and to convey theexcitement of real scientific research.This project will challenge scientists andscience educators world-wide to sharetheir best stories with students andteachers of all cultures and nationalities.• “International Poster Contest”Contact: Caitlin WatsonEvent Place: Launch of the postercompetition at ASE, U.K.Dates: The launch in January 2005Description: It is a proposal for physicsposter competition. The Deadline forposters May 2005 - Long listing of enties,June/July 2005 - Final judging andannouncement October 2005 improvements in the surrounding whereeducation is being realized. The schoolbuildings are the nearest surroundings.www.designshare.com/awards/• “Quantum Diaries”Contact person: Mrs Bellevin KatherineEvent place: to come...Dates: to come...Description: Quantum Diaries is acollaborative blogging project where 32particle physicists from around the worldare blogging their professional andpersonal lives as part of the World Yearof Physics. Involved in this effort areCERN, SLAC, Fermilab, KEK, NIKEF, JINR,and many other physics labs around theworld. All details are on the site:www.quantumdiaries.org

Source: http://www.wyp2005.org/activities.html

Some InternationalProjects for the WorldYear of Physics 2005

teachers in resolving their conceptualdilemma’s and their learners as well.

At the teacher level, appropriateinterventions should result in conceptualchange and a deep and scientificunderstanding of essential astronomicalconcepts. This should include teachersdiscussion of alternative conceptsthrough active learning (Comins, 2000),interactive groupwork,use of interactiveCD’s and video’s, modelling- torches,spheres of different sizes and scaling ofsolar system as well using three-dimensional models. A multiple ofstrategies must be employed atappropriate times and there must be atime – delay of interventions engage-ment workshops supported byinformation obtained through a varietyof assessment strategies to effectsignificant changes in conceptualunderstanding for teachers declarativeknowledge to evolve into scientificallyaccurate concepts. Since teacher’sconceptual knowledge influences the waylearners perceive and make sense ofknowledge (Appleton, 1992), it isimperative that educational authoritiesand institutions involved in teachereducation focus on teachers’ declarativeknowledge as well as pedagogic contentknowledge. This study thus contributesto the initial understanding of astrono-mical concepts of teachers and cogni-zance must be taken of this and otherstudies with regard to curriculumdevelopment in the Physical Sciences.

AcknowledgementThis research was kindly sponsored byNational Research Foundation-SA.

ReferencesAppleton, K. (1992). Discipline knowledge

and confidence to teach science: selfperceptions of primary teachereducation students, Research in ScienceEducation, 22, 11-19.

Atwood, R.K.& Atwood, V.A. (1996).Preservice elementary teachers’conceptions of the causes of

Seasons. Journal of Research in ScienceTeaching, 33, 553-563.

Baxter, J. (1989). Children’sunderstanding of familiar astronomicalevents. International Journal of ScienceEducation, 11(special issue), 502-513.

Bisard, J. W., Aron, R.H., Francek, M.A.& Nelson, B.D. (1994). AssessingSelected Physical Science and EarthScience Misconceptions of MiddleSchool through University Preserviceteachers. Journal of College ScienceTeaching, Sept/Oct, 38-42.

Comins, N. F. (2000). A method to helpstudents overcome astronomymisconceptions. The Physics Teacher, 38,542-543.

Department of Education. (2003). RevisedNational Curriculum Statement Grades 10-12 Polic – Physical Sciences. Pretoria:Department of Education.

Dilley, L. & Rijsdijk, C. (2000). Explorebeyond the Earth. Cape Town: MaskewMiller Longman.

Govender, N. (1999). A Phenomenographiccase study of physics students’ experienceof sign Conventions in Mechanics.Unpublished PhD dissertation,University of Western Cape,WesternCape.

Jarman, R. & McAleese, L. (1996). Physicsfor the star-gazer:pupils’ attitudes toastronomy in Northern Ireland ScienceCurriculum. Physics Education, 31, 223-226.

Johansson, K.E. & Nilsson, Ch., Engstedt,J. & Sandqvist, Aa. (2001). Astronomyand particle physics research classes forsecondary school students. AmericanJournal of Physics, 69, 576-581.

Lightman, A & Sadler, P. (1993). Teacherpredictions versus actual student gains.The Physics Teacher, 31, 162-167.

Marton, F. (1981). Phenomenography-describing conceptions of the worldaround us. Instructional Science, 10, 177-200.

Parker, J & Heywood, D. (1998). Theearth and beyond: developing primaryteachers’ understanding of basicastronomical events. InternationalJournal of Science Education, 20, 503-520.

Trumper, R. (2000). University students’conceptions of basic astronomyconcepts. Physics Education, 35, 9-15.

Zelik M., Schau, C. & Mattern, N. (1998).Misconceptions and their change inuniversity-level astronomy courses. ThePhysics Teacher, 36 (Feb),1998.

PHYSICAL... from page 10



n celebration of the International Year of Physics 2005,several activities have been organized in countries around

the world. Some of these are the following:

AFRICASouth Africa• IT and Electronics Expo & Conference (3-5 Feb)• Symposium on “The Science Case for Extremely

Large Telescopes” (14-18 Nov)ASIAIndia• Mobile Science Exhibition to move weekly to different

schools and colleges (throughout the year)• International Cosmic Ray Conference (2-10 Aug)• Conference on Women in Physics (Oct)Philippines• PhysikLaban - an amazing race of Physics (28 Feb - 5

Mar)• Physics Caravan (5 Apr)• Public Lecture - Who is Einstein for you? (Nov)OCEANIAAustralia• Talking Einstein in the Shops - to questions on and off

the air about Einstein, the universe and everything throughABC Radio (14 Apr)

• SCINEMA - a festival of Science Film (6-23 Aug)EUROPEItaly• Physics on Train: a travelling exhibition on trains which

will stop for at least 10 days in various Italian stations• International Conference on “Spacetime in action:

100 years of relativity” held in Pavia (March 29-April 2,2005)

• Exhibition: “Radioactivity, a FACET of nature” - tobe held at, Palazzo Renata di Francia, Ferrara (26 Apr - 6May)

France• Physics and the Arts: A New Inspiration• International Colloquim of Research (18-23 July)NORTH AMERICACanada• Physics Balsa Bridge Building Contest (1 Jan - 31 Dec)• Holo-tent - Inside the holo-tent, students of all ages,

families and visitors can make a hologram to keep, see theinside of a laser, and experience amazing physics in action.(30 Apr)

• “Einstein: A Stage Portrait” - an award-winning playon the life of Einstein (13 & 14 May)

IUPAP – ICPEInternational Commission on Physics EducationInternational Union of Pure & Applied Physics

Editorial Assistant & Lay-out: Jocelyn Rose C. Ilanan

Editor:DR. VIVIEN M. TALISAYONUniversity of the PhilippinesCollege of EducationDiliman, Quezon City 1101PhilippinesTel. & Fax no.: (6 32) 929-9322e-mail: [email protected]

For comments, questions, or to be added to or deleted fromthe mailing list, please contact the editor:

The International Newsletter on Physics Educationis a bi-annual publication of the InternationalCommission on Physics Education.

Visit the ICPE Homepage:www.phys.ksu.edu/icpe

Physicists, physics professors, lecturersand teachers, and physics educationresearchers are invited to contribute to the ICPE Newsletter.

Contributions may be: news of physics education activities,seminars, conferences; research articles; write-up of uniquestudent experiments/investigatory projects; description ofteacher demonstrations, improvised equipment andaccompanying student experiment; book reviews; and novelphysics problems and test items.

Text (including pictures) of contributions is limited to 1-3 pages,single-spaced. Your contributions should reach the editor bymail or e-mail, at the latest by end of February for theApril issue or end of August for the October issue.

Contributions toICPE Newsletter

Physics Activities Around theWorld

United States of America• Physics Across the World: International Poster Com-

petition for students aged 10-16. Students can create theirown colourful posters to show how physics applicationsmakes their lives better and has a positive impact on theireveryday lives.

• PhysicsQuest• Measure the Earth with ShadowsLATIN AND SOUTH AMERICAArgentina• Astrophysics for the Blind - Publication of two books on

Astronomy and Physics for blind and visually handicappedpeople.

Brazil• Day of Physics (26 May) - local activities will be orga-

nized in all the institutes and departments of physics aroundthe country. Outreached events will be promoted as well asclassroom-based projects. There will be also a campaignin the mass media for discussing the importance of physicsin our society.

Mexico• Universidad Nacional Autonoma de Mexico (UNAM) -

the largest university in Mexico which has strong Physicsprograms both in terms of teaching and research. As partof the celebrations, a series of conferences will be con-ducted, including several by Nobel laureates, a large Phys-ics exhibit and several contests.

Source: http://www.wyp2005.org and links to countryactivities

I

international conference on world view on physics education

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