Teaching Sciences in 21Teaching Sciences in 21stst CenturyCentury

– sharing of experience– sharing of experience

T.K. NgT.K. Ng

(HKUST)(HKUST)

Contents:Contents:1.1. Background: What has changed compared with Background: What has changed compared with

10, 20 years ago?10, 20 years ago?– New Education system in HK, New students profileNew Education system in HK, New students profile– Different Learning PhilosophyDifferent Learning Philosophy– New horizon in SciencesNew horizon in Sciences

2.2. What are we doing in response?What are we doing in response?

– New modes of teaching, new style of assessmentNew modes of teaching, new style of assessment– Teaching Diversity/Education for everyone, Education for Teaching Diversity/Education for everyone, Education for

the Giftedthe Gifted– Use of Internet/multi-media resourcesUse of Internet/multi-media resources

What has changed?What has changed?• 3+3+4 education system3+3+4 education system

– School-Based admission versus Program admissionSchool-Based admission versus Program admission– Whole person development is emphasizedWhole person development is emphasized– Students have to acquire diverse background of knowledgeStudents have to acquire diverse background of knowledge– Students have to have the ability to upgrade themselves Students have to have the ability to upgrade themselves

even after graduation (whole-life learning)even after graduation (whole-life learning)

• Problem:Problem:– We (both secondary school & university) are teaching We (both secondary school & university) are teaching

sciences to students with very diverse background!sciences to students with very diverse background!

What has changed?What has changed?• 3+3+4 education system3+3+4 education system

– For example: admission to HKUSTFor example: admission to HKUST– 4+2x 4+2x – We require only one Science Subject (x) for admission We require only one Science Subject (x) for admission

into both Science and Engineering Schoolsinto both Science and Engineering Schools– The other subject (another x) can be anything; Science The other subject (another x) can be anything; Science

has no advantagehas no advantage

• Problem:Problem:– We (both secondary school & university) are teaching We (both secondary school & university) are teaching

sciences to students with very diverse background!sciences to students with very diverse background!

What has changed?What has changed?• 3+3+4 education system3+3+4 education system

– For example: studying at HKUSTFor example: studying at HKUST– All students have to talk 1 calculus courseAll students have to talk 1 calculus course– All students have to talk courses in science & technology, All students have to talk courses in science & technology,

humanities and social analysis (Common Core) humanities and social analysis (Common Core) – All Engineering students have to take 1 physics courseAll Engineering students have to take 1 physics course– All Science students have to take 1 course from each All Science students have to take 1 course from each

science discipline (Phy., Chem., Bio)science discipline (Phy., Chem., Bio)

• Problem:Problem:– We (both secondary school & university) are teaching We (both secondary school & university) are teaching

sciences to students with very diverse background!sciences to students with very diverse background!

What has changed?What has changed?• Different philosophy of learningDifferent philosophy of learning

– The philosophy of both learning and working has changedThe philosophy of both learning and working has changed– Whole person development is emphasizedWhole person development is emphasized– Communication/language and other Communication/language and other general skillsgeneral skills are are

emphasizedemphasized– Rigorous scientific (quantitative) approach/skill is for small Rigorous scientific (quantitative) approach/skill is for small

number of students only number of students only – But yet students are supposed have a broad knowledge base But yet students are supposed have a broad knowledge base

and are able to pick up the basic ideas behind ALL fields!and are able to pick up the basic ideas behind ALL fields!

• Problem:Problem:– We (both secondary school & university) are teaching We (both secondary school & university) are teaching

sciences to students with very diverse background!sciences to students with very diverse background!

What has changed?What has changed?• New Horizon in SciencesNew Horizon in Sciences

– Sciences have evolved drastically in the past 30 yearsSciences have evolved drastically in the past 30 years– In Physics, Idea of particles and Newtonian mechanics is In Physics, Idea of particles and Newtonian mechanics is

NO-LONGER NO-LONGER fundamental in our modern application of fundamental in our modern application of physicsphysics

– Fields (EM field, magnetic field, etc.) and Quantum Physics Fields (EM field, magnetic field, etc.) and Quantum Physics is fundamental to our modern technologyis fundamental to our modern technology

– In string theory we are talking about whether we can design In string theory we are talking about whether we can design a new universe with different fundamental laws of physicsa new universe with different fundamental laws of physics

• Yet:Yet:– We need to teach the physics fundamentals (mechanics, We need to teach the physics fundamentals (mechanics,

E&M, Thermodynamics…) to understand new developments E&M, Thermodynamics…) to understand new developments in physics in physics

– (fundamental physics is like calculus……)(fundamental physics is like calculus……)http://www.youtube.com/watch?v=IXEC-v5lQ64

http://www.youtube.com/watch?v=Y350oOiunf4

(Field)

(Thermal)

What has changed?What has changed?• New Horizon in SciencesNew Horizon in Sciences

– Sciences have evolved drastically in the past 30 Sciences have evolved drastically in the past 30 yearsyears

– scientists and engineers are different compared with scientists and engineers are different compared with their seniors 20 years ago their seniors 20 years ago

http://www.youtube.com/watch?v=uZ6k2cfb2Ig

http://www.youtube.com/watch?v=L7GAx9b8HAQ

http://www.youtube.com/watch?v=Kw8dcb8iKSM

What has changed?What has changed?• New challenge in SciencesNew challenge in Sciences

– The problem of students not having enough background in The problem of students not having enough background in Sciences before taking the subject is just one of the many Sciences before taking the subject is just one of the many problems under the big picture of the changing world of problems under the big picture of the changing world of science education!science education!

• What can we do?What can we do?– The goals of teaching has to be defined separately for The goals of teaching has to be defined separately for

different groups of studentsdifferent groups of students– Different ways of teaching for different kinds of studentsDifferent ways of teaching for different kinds of students– different ways of assessments correspondingly!different ways of assessments correspondingly!

(In HKUST we have different calculus/physics classes (In HKUST we have different calculus/physics classes designed for students with different academic background.designed for students with different academic background.

Teaching diversity (I)- Teaching diversity (I)- education for education for everyoneeveryone• UST example: 1UST example: 1stst Yr. Physics courses Yr. Physics courses

– Common Core and School-Sponsored course Common Core and School-Sponsored course (Energy, (Energy, Astronomy, Relativity)Astronomy, Relativity)

– Requirement for students with zero background in Physics Requirement for students with zero background in Physics (Eng. & Sci.) ((Eng. & Sci.) (General Physics 0General Physics 0))

– Requirement for non-major students (Requirement for non-major students (General Physics IaGeneral Physics Ia))– Requirement for major students (Requirement for major students (General Physics IbGeneral Physics Ib))

(In HKUST we have different calculus/physics classes (In HKUST we have different calculus/physics classes designed for students with different academic background.designed for students with different academic background.

We have also “ordinary” and “honored” courses for majors We have also “ordinary” and “honored” courses for majors (2(2ndnd and above years) and above years)

Teaching diversity (I)- Teaching diversity (I)- education for education for

everyoneeveryone • In Physics, a large number of students have In Physics, a large number of students have

interests in the concept and/or application of physics interests in the concept and/or application of physics but not the mathematical details of the theorybut not the mathematical details of the theory

- - ExamplesExamples: : Galilean invariance (to layman) Galilean invariance (to layman)

• Key idea:Key idea:– Teach physics concept without using mathematics but try to Teach physics concept without using mathematics but try to

explain/demonstrate a physical picture using whatever explain/demonstrate a physical picture using whatever means.means.

– Mathematics come in only if you want to have quantitative Mathematics come in only if you want to have quantitative answers/numbers.answers/numbers.

– Notice: students learning concept this way answer Notice: students learning concept this way answer questions in examinations differentlyquestions in examinations differently

Example 1: Galilean invarianceExample 1: Galilean invariance

1.1. The laws of physics is insensitive to The laws of physics is insensitive to uniform motion (or Newton’s Law is the uniform motion (or Newton’s Law is the same in all inertial frames………….)same in all inertial frames………….)

[ Recall Newton’s First Law:An object remains in its state of rest or uniform motion (moving with uniform velocity) in a straight line if there is no net force acting on it. ]

Imagine you are travelling on a very big boat…

Maybe in this one…

This is a very big boat, and is very stable so that you do not feel any floating up-and-down motion of the boat.

The important of Galilean invariance can be seen from the following example:

Suppose you are living at the interior of the boat and have no window to look outside.

One day, you wake up from a nap, and out of curiosity you want to find out whether the boat

is…

Can you find that out without asking someone, and without going outside?

actually parking somewhere, or is traveling with a uniform speed.

Expt.?

What Galilean invariance said is that you cannot determine whether you are moving (with uniform speed) or not if you perform experiments involving Newton’s Law inside the boat, like looking at the trajectory of a little ball that you throw up, or looking at the motion of anything you see.

?

32km/sec

equator:

1600km/hour

Why don’t we feel that?

?

Question in exam: Two space ships are traveling in parallel in this universe with same velocity v (see figure) separated by distance. The two ships are communicating with each other either by sending light signal or by sending boxes of papers in between.

d

v

v

I)Let the velocity of light be c, how long does it take for the light signal to go from one ship to the other? Explain your answer.II)Let the velocity of the traveling box be u (relative to the ship), how long does it take for the box to go from one ship to the other? Explain your answer.

Teaching diversity (II)- Teaching diversity (II)- education for the education for the giftedgifted• University education for allUniversity education for all

– Whole person development is the goal of general Whole person development is the goal of general educationeducation

– Communication/language and other Communication/language and other general skillsgeneral skills are are emphasized in general UG education emphasized in general UG education

– Rigorous scientific (quantitative) approach/skill is not Rigorous scientific (quantitative) approach/skill is not emphasized in Secondary/University educationemphasized in Secondary/University education

• Problem:Problem:– General education is not catered for individual needs but General education is not catered for individual needs but

students are ALL different!students are ALL different!– Students gifted in particular area (Science, Music, Students gifted in particular area (Science, Music,

Sports, etc.) cannot benefit from present education Sports, etc.) cannot benefit from present education system where everybody goes through the same system where everybody goes through the same curriculum.curriculum.

Teaching diversity (II)- Teaching diversity (II)- education for the education for the giftedgifted

• A New PhilosophyA New Philosophy– Everybody is gifted in his/her own way, the goal of gifted Everybody is gifted in his/her own way, the goal of gifted

education is to help students to fully utilize their potentials!education is to help students to fully utilize their potentials!– http://ygt.dcsf.gov.uk//

• Gifted education Gifted education → → a new philosophy of education for a new philosophy of education for ALLALL students students

• Gifted/talented students are thoseGifted/talented students are those– who give evidence of high performance capability in areas such as who give evidence of high performance capability in areas such as

intellectual, creative, artistic, or leadership capacity, or in specific intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who academic fields, and who require services or activities not require services or activities not ordinarily provided by the school in order to fully develop such ordinarily provided by the school in order to fully develop such capabilitiescapabilities

i.e. Gifted education is complementary to general education i.e. Gifted education is complementary to general education catering for diversity of students abilities/needs!catering for diversity of students abilities/needs!

Teaching diversity (II)- Teaching diversity (II)- education for the education for the giftedgifted

• Gifted education in Science &TechnologyGifted education in Science &Technology – Science and Technology is vital to the long-term Science and Technology is vital to the long-term

survival/development of a countrysurvival/development of a country– The only way to maintain a sustainable world-class S&T The only way to maintain a sustainable world-class S&T

team is to make sure that team is to make sure that students interested/gifted in students interested/gifted in Science are properly nurtured.Science are properly nurtured.

– Notice that contrary to the above Notice that contrary to the above communication and communication and other general skills are emphasized in general UG other general skills are emphasized in general UG education nowadays education nowadays Education for Gifted students is Education for Gifted students is one of the top-priorities in S&T education worldwide one of the top-priorities in S&T education worldwide ((unfortunately not in HKunfortunately not in HK) )

Gifted education in HKUSTGifted education in HKUST

• 2001 2001 - offer first course in mathematics (HKUST)- offer first course in mathematics (HKUST)

• 2003 -2012 2003 -2012 - offer training of HK team for International Physics - offer training of HK team for International Physics Olympiad (HKUST) Olympiad (HKUST) – very successful!– very successful!

(Other universities join in actively since then and new courses (Other universities join in actively since then and new courses in computer science, biology, humanities, etc. are being in computer science, biology, humanities, etc. are being offered with the establishment of HKAGE. offered with the establishment of HKAGE. Not successful Not successful because of lack of coherent structurebecause of lack of coherent structure))

• 2007: 2007: we decide to build our own program for Gifted educationwe decide to build our own program for Gifted education

– – collaboration with Trumptech in offering World Class Testcollaboration with Trumptech in offering World Class Test

• 20102010 – collaboration with – collaboration with CTY (Johns Hopkins)CTY (Johns Hopkins) to offer joint to offer joint summer campsummer camp

Gifted education in HKUSTGifted education in HKUST

• 2011: 2011: HKUST offered first systematic program (Dual Program) for HKUST offered first systematic program (Dual Program) for secondary school students wheresecondary school students where– Students spend most of their time at secondary schools for Students spend most of their time at secondary schools for

whole-person developmentwhole-person development– They come to UST at weekends/holidays to take courses (in S&T) They come to UST at weekends/holidays to take courses (in S&T)

of their interests and earn University creditsof their interests and earn University credits– Very successful!Very successful!

• 2012-2013:2012-2013: - - Expansion/adjustment of Dual program and collaboration with Expansion/adjustment of Dual program and collaboration with

other local and international partners!other local and international partners!• 2013:2013: - Start new B.Sc. track: “International Research Enrichment” - Start new B.Sc. track: “International Research Enrichment”• - Start programs at primary schools- Start programs at primary schools

• Problem: no flexibility in HKDSE/Admission of students allowed by Problem: no flexibility in HKDSE/Admission of students allowed by EDB EDB

Internet resources & TeachingInternet resources & Teaching

- - Efficient use of internet resources in teaching is Efficient use of internet resources in teaching is necessary to keep us (our education) ahead necessary to keep us (our education) ahead worldwide (at least in the next 20 years)worldwide (at least in the next 20 years)– All major universities have on-line free All major universities have on-line free

courseware taught by their best teacherscourseware taught by their best teachers– No single education unit can match the on-line No single education unit can match the on-line

resources available worldwide resources available worldwide – We need to learn how to use these resources We need to learn how to use these resources

effectively to enhance our educationeffectively to enhance our education

Example 1: Projectile motionExample 1: Projectile motion

- Use of internet resources to make class more - Use of internet resources to make class more interestinginteresting– Students got bored by always facing a single teacherStudents got bored by always facing a single teacher– in general they think that videos are more interesting. in general they think that videos are more interesting. – They learn EnglishThey learn English– They will find out that you are actually teaching very They will find out that you are actually teaching very

wellwell http://www.youtube.com/watch?v=rMVBc8cE5GU

http://www.youtube.com/watch?v=11W0RyRtSIU

Example 2: complicated/unfamiliar functionsExample 2: complicated/unfamiliar functions

- Harmonic (sinHarmonic (sint, cost, cost) functionst) functions– Solution of harmonic oscillatorSolution of harmonic oscillator– We don’t prove that it’s the solution of Newton’ Law for We don’t prove that it’s the solution of Newton’ Law for

harmonic oscillator in our classharmonic oscillator in our class– We show that We show that wave motionwave motion is useful and realistic and can be is useful and realistic and can be

understood from harmonic oscillator-like equationsunderstood from harmonic oscillator-like equations– Mathematics is used to write down a answer we know is Mathematics is used to write down a answer we know is

correctcorrect

– Exercise: what is roughly the frequency of oscillation, Exercise: what is roughly the frequency of oscillation, in the in the demonstrations?demonstrations?

http://www.youtube.com/watch?v=zaHLwla2WiI

http://www.youtube.com/watch?v=T7fRGXc9SBI

http://ocw.mit.edu/high-school/physics/oscillations-gravitation/simple-harmonic-motion/

(animation)

(wave in water droplet)

Example 3: RelativityExample 3: Relativity

- Use of internet resources to explain difficult Use of internet resources to explain difficult concepts and to connect what you are teaching concepts and to connect what you are teaching with the most fascinating development in with the most fascinating development in physics in the worldphysics in the world– I start with a story……..I start with a story……..– Videos are good for explaining difficult conceptsVideos are good for explaining difficult concepts– I show more than 10 different videos to explain relativityI show more than 10 different videos to explain relativity– Examinations are concept driven, no derivation, simple Examinations are concept driven, no derivation, simple

application of equation, explanations needed.application of equation, explanations needed.– Mathematics is used to write down the answer we know is Mathematics is used to write down the answer we know is

correctcorrect

http://www.youtube.com/watch?v=3enwR6e9V9A

http://www.youtube.com/watch?v=ev9zrt__lec

http://www.youtube.com/watch?v=nZiROWO6iVs

~ Thank you ~~ Thank you ~