Table of contents

ASE: Dramatic demonstrations steal the show at ASE '06 conference Science on Stage: Greek scientists serve up a treat Meeting: Astronomy event will discuss education New Zealand: New Zealand works hard to improve the profile of physics Technology: BETT show moves with the times Awards: SHAP hands out 2005 awards Anniversary: Brunel steps into the limelight Science Made Simple: Science show communicates physics concepts without words Literature: Science Newswise: a guide for teachers

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Quantum fields are introduced in order to give students an accurate qualitative understanding of the origin of Feynman diagrams as representations of particle interactions. Elementary diagrams are combined to produce diagrams representing the main features of the Standard Model.

In an article in the preceding issue we discussed the design and construction of fermenters in which antibiotics are cultured. For industrial purposes these fermenters can range in size up to 500 m³. They have to be sterilized, filled with sterile culture medium and the culture itself and supplied with oxygen continuously. In some cases they must be given additional feeds during the fermentation run. This article looks at some of the problems of supplying the culture medium and maintaining it at the optimum operating conditions.

We consider the situation of a boat pinned or wrapped against a rock by moving water in a river. The force exerted by moving water is calculated and the force required to extricate the boat is estimated. Rafts, canoes and kayaks are each considered. A rope system commonly employed by river runners to extricate a boat is analysed. This system includes a mechanical advantage z-drag and a self-equalizing tie-off, and the tensions in various parts of the system are calculated. Introductory undergraduate physics is used throughout this work.

A method of measuring the orbital velocity of the Moon around the Earth using a digital camera is described. Separate images of the Moon and stars taken 24 hours apart were loaded into Microsoft PowerPoint and the centre of the Moon marked on each image. Four stars common to both images were connected together to form a 'home-made' constellation. On each image the Moon and constellation were grouped together. The group from one image was pasted onto the other image and translated and rotated so that the two constellations overlay each other. The distance between the Moon centres in pixels was converted into a physical distance on the CCD chip in order to calculate the angular separation on the sky. The angular movement was then used to calculate the orbital period of the Moon. A metre rule was photographed from a known distance in order to calculate the physical size of the CCD pixels. The orbital period of the Moon was measured as 27.1 days, which is within 0.7% of the actual period of 27.3 days.

We present a simple laboratory activity for introductory-level physics students which involves rolling balls down pipes and analysing their subsequent flight trajectories. Using balls of equal size but different mass allows students to confront their misconceptions of a mass dependence of the exit speed of the balls from the pipes. The concepts of conservation of energy and projectile motion are also utilized as students analyse their data graphically. Adding in concepts of rotational motion improves the predictions. This is a safe and inexpensive laboratory exercise that allows students to clearly see the power of model predictions in understanding the behaviour of physical systems.

The topic of electricity offers considerable challenge for the teacher hoping to provide students with an insight into scientific ways of thinking about circuits. The concepts used to make sense of electric circuits are abstract and students are expected to develop conceptual models of the relationship between non-observable qualities (current, p.d., resistance) in terms of other non-observables such as energy and electrons. Teachers introducing electrical ideas to lower secondary students need to find ways of enticing learners to engage with the topic at a theoretical as well as a phenomenological level. This article explores approaches taken by two trainee teachers working with lower secondary classes in England.

Students frequently misconceive the process of problem-solving, expecting the linear process required for solving an exercise, rather than the convoluted search process required to solve a genuine problem. In this paper we present an activity designed to foster in students realization and appreciation of the nature of the problem-solving process, in comparison with the exercise-solving process. The activity focuses on comparing two problems that are similar in regard to the physics principles required to solve them, yet differ in the solution process. One is 'context-rich', and requires the student to engage in analysis and planning stages; the other, that we labelled 'context-poor', does not. We studied the impact of this activity on the students and found that students recognized the differences required in the problem-solving process between context-rich and context-poor problems, that students were able to perform many parts of the task of transforming a context-rich problem into a context-poor form, and that students perceived the activity as useful in developing analysis and planning skills in problem solving. We concluded that the activity achieved its goal.

Some students may find physics hard, but wouldn't it be more difficult to be taught it in a foreign language? The project described here uses English to teach physics to Spanish secondary school students. The students perform just as well in physics while their results in English improve markedly.

In 2003 the Government set out its vision and agenda for 14–19 education in the Green Paper 14–19: Opportunity and Excellence[1]. As a result, the DfES asked the Qualifications and Curriculum Authority (QCA) to revise its programme of study for science at Key Stage 4 (14–16). These revisions come into force in September 2006 and schools are being advised to start considering their options now. This article explains the background and tries to demystify some of the choices available to schools and colleges.

INTERVIEW Freeman Dyson spills the beansInterview by David Smith

WE RECOMMEND

It's About Time: Understanding Einstein's Relativity An excellent novel explanation of special relativity.

The Plane Factory A great way to make projects more quantitative.

Spacesaver Microvoltmeter This meter is robust, portable and covers a good range of voltages.

Cassell's Laws of Nature This book covers everything that governs our physical universe.

J D Bernal: The Sage of Science Awell researched biography that is hard to put down.

AS-Level Physics: The Revision Guide A very good, reasonably priced revision guide.

WORTH A LOOK

Symmetry and the Beautiful Universe This book on modern physics is fairly readable but a bit haphazard.

HANDLE WITH CARE

Hover Football An inferior and cheaper version of the Kick Dis.

art & science Art students will get more out of this than physics students.

WEB WATCHPracticalphysics.org is an excellent site, packed with useful tips and instructions for practical physics experiments. Louisa Jones describes her favourite websites about waves

Physics crossword challenge