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d-LECTURE 3
d-LECTURE 3
Teaching physics:
the big picture
Learning outcomes
• describe the scope of physics: physical phenomena across
many orders of magnitude in time and space
• appreciate that similar (physical & mathematical) models can be
used to explain very different phenomena
• discuss the nature of effective physics teaching, drawing on both
education research and classroom experience
• recognise the importance of conveying the nature of physics
(‘fundamentals’) to learners
• be able to use index notation for numbers very small or large
the nature of physics
What is physics?
In pairs
Consider some examples.
Plenary
compare ideas.
Ways of thinking about physics
• an eclectic range of subjects (including e.g. mechanics, heat,
waves, sound, optics), historically brought together under a
single name
• an experimental science concerned with ‘the extension of the
human sensory-motor arrangement’ (JD Bernal)
• science that models physical phenomena with a coherent set of
abstract concepts – particles, radiation and fields.
• science of the fundamental building blocks of matter and
interactions– reductionist view: ‘physics underpins all sciences’
Space & time exercise
A. Thematic ideas
students.’
learning as memorising
‘getting it into your head’, ideas memorised but not transformed in any way
For example,
• J D Bernal (1972) The extension of man
• Bill Bryson (2003) A short history of nearly everything
• A Einstein & L Infield (1938) The evolution of physics
• Richard Feynman (1998) Six easy pieces
Discuss
Reflective diary
Aim
To help with self-development as a physics teacher
• consider how you might make changes
• develop new ways of working
In pairs
Review the intended learning outcomes for the session by
discussing with others.
On your own
Write an entry for your Reflective diary.