Table of contents

Astronomy: Trust founder receives heavenly honour Africa: UK teaching methods make the difference in Rwandan schools Spaced Out: UK-based scale model places Jodrell Bank at the centre of our solar system Teaching Support: Teacher Network makes its mark in the classroom Correction Art on Stage: Galileo lacks momentum Meeting: Teachers are inspired by US gathering Online Study: PPLATO Foundation promotes new avenue to university study Conference: GIREP '04 creates atmosphere of 'curiosity and enthusiasm' Meeting: SonSD meeting allows exchange of teaching ideas Competition: Win a digital camera! Physics in Perspective: Events highlight how rewarding physics can be Meeting: ASE conference to deliver the best of Physics Education

No abstract

No abstract

No abstract

No abstract

No abstract

No abstract

No abstract

No abstract

No abstract

No abstract

Creativity breeds best physicistsNick Fisher

This article takes a brief walk through two complex cultures, looking at similarities and differences between them. Visual perception is vital to both art and science, for to see is to understand. The article compares how education in each subject fosters visualization and creative thinking.

This article discusses ways in which the visual arts can be introduced into the teaching of A-level Physics and the benefits that can be gained.

How the 20th century's most important scientist—Albert Einstein—and its most important artist—Pablo Picasso—made their greatest discoveries at almost the same time is a remarkable story: Einstein's relativity theory in 1905 and Picasso's Les Demoiselles d'Avignon two years later. A scientist and an artist confronted the same problem—the nature of time and simultaneity—and resolved it after realizing a new aesthetic. At the nascent moment of creativity boundaries dissolve between disciplines. This article explores the similarities in the early work of two of the greatest icons of Art and Science of the last century.

In 2000, the New South Wales Board of Studies introduced new syllabi for Junior Science (years 7–10) and Senior Science subjects (years 11 and 12), i.e. Physics, Chemistry, Biology, and Earth and Environmental Science (Geology). The structure of these courses is similar: it is based on a contextual perspective and is underpinned by a number of focus areas that must be taught each year. Public examinations are held at the end of year 10 and again at the end of year 12. The year 12 exam is considered as the end of high school and university entrance examination.

This article traces the history of the development of the Physics syllabus, the changes in expectation of student performance and the effects that these changes have had on student numbers. The changes wrought were radical and unique.

A derivation of the drag coefficient for a sphere moving through air using a simple model employed by Newton is presented here. Assuming the air molecules are noninteracting and that they have elastic collisions with the sphere, the drag coefficient is C_d = 2.

'Don't put metal objects in the microwave' is common safety advice. But why? Here we describe demonstration experiments involving placing household metallic objects in a microwave oven. These allow a better understanding of the interaction of microwaves with materials. Light bulbs and discharge lamps can also be used in instructive demonstrations.

In this article we show how to verify that in a fluid surface or film the value of the surface tension (i.e. the free energy per unit area) does not depend on the area of the film itself. The experimental evidence discussed can be obtained extremely simply yet with great accuracy. This experiment is important in that it leads to a deeper understanding of the actual microscopic nature of the fluid state of matter and to its comparison with the solid state, as well as to a practical example of a differential (zero) measurement procedure.

One of the standard experiments in basic thermodynamics is the determination of the specific heat of solids and liquids using a water calorimeter. Recently, the measurement of the specific heat of aluminium without the use of a calorimeter has been proposed, where the cooling curves of the systems container/water and container/water/sample are analysed. Here we discuss an application of this method that simplifies Newton's law of cooling. In spite of the use of only low-cost instruments, this application yields consistent results in determining the specific heat of aluminium

PROFILE Out of confusion comes fusionAnthony Webster

RESOURCE REVIEW (519) Meter offers dual-mode displays to demonstrate relationships

BOOK REVIEWS (520) Every picture tells a story... ...and small really is beautiful It's in the eye of the beholder Revision aid is full of questions Book offers homework exercises

PLACES TO VISIT (524) Are you going to San Francisco? There's certainly plenty to see

WEB WATCH (526) Science inspires some great art

PRU students plug in to physicsD R Davies

The PDF file provided contains web links to all Features and Frontline articles in this volume.