Physware For C13 B
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Physware For C13 B



The presentation made at the Meeting of the International Union for Pure and Applied Physics Commission 13 on Physics and Development on 29 August 2009 at The Abdus Salam International Centre for ...

The presentation made at the Meeting of the International Union for Pure and Applied Physics Commission 13 on Physics and Development on 29 August 2009 at The Abdus Salam International Centre for Theoretical Physics, Trieste, Italy



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Physware For C13 B Presentation Transcript

  • 1. Envisioning Action Networks for Global Missions
    Chair, International Commission on Physics Education (ICPE): C14 of International Union for Pure and Applied Physics
  • 2. C14. Commission on Physics Education
    The International Commission on Physics Education promotes the exchange of information and views among the members of the international scientific community in Physics Education including:
    The collection, evaluation, coordination and distribution of information concerning education in the physical sciences at all levels;
    Information relating to the assessment of standards of physics teaching and learning ;
    Suggestions of  ways in which the facilities for the study of physics at all levels might be improved, stimulating experiments at all levels, and giving help to physics teachers in all countries in incorporating current knowledge of physics, physics pedagogy, and the results of research in physics education into their courses and curricula.
  • 3. Art. 2 To recommend for Union sponsorship international conferences which qualify for support under Union regulations .
    Art. 3 To promote the free circulation of scientists; to assist conference organizers in ensuring such free circulation and in resolving potential infringements.
    Art. 4 To organize where feasible the award of medals or other testimonials of excellence in its field.
    Art. 5 To publish where feasible newsletters, circulars, occasional books, journals or handbooks in its area.
    Art. 6 To maintain liaison with other IUPAP Commissions, with the Commissions or Committees of other Unions or of the International Council of Scientific Unions (ICSU) or other scientific organizations, with a view to collaborating and cooperating in sponsoring joint conferences and to participating in joint projects when need arises.
    Art. 7 To make available to each General Assembly of the Union a summary of activities and progress in its field since the previous Assembly.
  • 4. PHYSWARE: A collaborative project to promote hands-on physics education at the undergraduate level throughout the developing world
    Pratibha Jolly, University of Delhi, India
    Priscilla Laws, Dickinson College, US
    Elena Sassi, University of Naples, Italy
    Dean Zollman, Kansas State University, US
  • 5. Structure of the presentation
    “Developing World: A Perspective”
    Worlds within the world
    Problems and aspirations
    WCPSD Action Plans
    IUPAP Resolution
    UNESCO Framework
    PHYSWARE: the core idea
    PHYSWARE: the first workshop at ICTP
    PHYSWARE: future plans
  • 6. Mozambique An Example of Challenge
    • Population :21 million
    • 7. National Language: Portuguese
    • 8. Purchasing Power Parity: 154 out of 180
    • Population: Mostly rural
    • 9. Literacy: 48%
    • 10. Enrollment:60% in primary school
    • 11. Girls Education:5/6 students in elementary
    school are boys
    Images and Data: P Laws
  • 12. India … Another ExampleVery Large Higher Education System
    Population 1.3 Billion
    Literacy 63%
    350 Universities
    17,500 colleges
    8 million undergraduate students
    Alarming Concerns:
    Only 7 out of 100 in ages 17 to 23 years are in higher education!
    Only 3.1% of GDP on Education
  • 13. Aspiring to be Knowledge Society
    35% population under 15 years
    350 Universities
    To sustain growth rate, require
    1500 Universities
    Get at least 15% of youth in Higher Education
    Spend at least 6% of GDP on Education
    Reference: Report of the National Knowledge Commission
  • 14. Reality check …Challenges and opportunities
    Creating world class systems ?
    Access to primary education ?
    The Knowledge Pyramid
    Diversity in populations
    Diversity in cultural contexts
    Diversity in social contexts
    Diversity in access and equity
    Diversity in resources
    Diversity in systems of praxis
  • 15. Challenge: Re-inventing itself
    From the traditional to the innovative
    Curriculum Reform
    Introducing New Courses
    Multidisciplinary Centers
    Professional Development
    Emphasis on Research
    Improving Infrastructure
    Strengthening Science Labs
    Computer Facilities
    Broad-band Connectivity
  • 16. Creating an effective classroom
    “Thinking” Curriculum
    “Thinking” Students
    “Thinking” Teacher
    Learning environment: Generates and sustains the “Joy of Learning”
    Reflects Active Mental Engagement
  • 17. Why do we still have “Stagnant” and “traditional” curricula?
    Active Learning requires
    • Resource material tuned to local framework
    • 18. Basic equipment for hands-on work
    • 19. Easy to procure – available off the shelf and affordable
    • 20. Easy to operate – appropriate level of sophistication
    • 21. Easy to maintain – ample local technical support
    • 22. Robust – of good educational quality
    • 23. Modern – reflects the state-of-art in education
  • Inherent Problems …
    Sheer numbers
    Infrastructure deficiencies
    Traditional framework of Lecture and Laboratory
    Dependence on “commercial vendors” for support material
    Teaching as one is taught
    “Insular” classrooms
    Deficient teacher training
    Lack of continuous curriculum review
    Lack of informed curriculum reform initiatives
    Few examples of: indigenous innovation
    research on teaching-learning
    informed curriculum development
    Just Local Problems or Global Concerns?
  • 24. Rubric for change …
    Development process must be indigenous
    The vision teachers have of teaching-learning needs to be altered
    Adoption of innovative practices need frequent and long duration exposure
    Usage of innovative material cannot be sustained without learning to develop it
    Developing communities also aspire for the best
  • 25. World Conference on Physics and Sustainable DevelopmentOctober 2005, Durban
    Physics Education
    Physics Education Co-chairs:
    Pratibha Jolly (India)
    Priscilla Laws (United States)
  • 26. Our Mandate …
    To stimulate physics communities throughout the world to collaborate on quality physics education programs
    … building global partnerships
    To understand how physics education can benefit diverse societies
    ... reaching out to developing nations, both rural and urban societies
    To develop action plans that best promote sustainable development.
    … recognizing the need for culturally rooted scientific progress
  • 27. Guidelines
    Strengthen basic physics teaching in ways
    determined and sustained by local initiatives
    ... recognizing local constraints and conditions
    enhanced by the use of locally developed examples
    … familiarity with context and content matters
    revitalized by the use of new teaching methods and resources
    … disseminating outcomes of physics education research
    Target Groups:
    - secondary and undergraduate level
    - future physics teachers
  • 28. WCPSD Action Plans for Education
    To give educators and students in developing countries access to high quality physics education resources by establishing a website and Physics Education Resource Centres in Africa, Asia and Latin America.
    To develop supplemental instructional materials for secondary physics courses that help students understand how the mastery of physics concepts can enable them to contribute to sustainable development in their own countries.
    To develop model workshops for teacher-trainers in Asia, Latin America and Africa that exemplify how active learning methods can be adapted to help meet the needs of students in developing countries.
    To establish a structured multi-disciplinary mobile science community that provides support to mobile science practitioners, enabled by a web and internet site at hosted by the Institute of Physics (UK).
  • 29. Resolution on Importance of Active Learning and Hands-on Physics Education
    Adopted at the
    IUPAP General Assembly
    15 to 18 October 2008, Tsukuba, Japan
    Drafted by: Jolly, Nienhaus, McKellar, Pendrill
    Inputs: Franz, Astbury,
    Commission on Physics Education Members
    IUPAP urges that National Governments, Physical Societies, Funding agencies, Physicists and Physics Educators, in all countries
    support best practice of physics education and physics education research at all levels by encouraging teaching methods, including laboratory work, that actively engage the hands and minds of learners.
    make available funds for establishment of well equipped laboratories and designing appropriate curricula that lay particular emphasis on teaching the skills of the experimenter.
    support indigenous development of low-cost instruments, physics apparatus and equipment, and — when finances allow it — computer-based data-acquisition systems for real-time measurements at the appropriate level of sophistication for a variety of uses in teaching of physics in the classroom and the laboratory.
    support curricula that teach physics with an appropriate diversity of methods, including hands-on approaches, that encourage critical thinking and help students understand how physics is relevant to their local cultures and to a sustainable future for humankind.
  • 31. Active Learning Workshops
    within the UNESCO Framework
  • 32. ALOP Development Team
    Minella Alarcon UNESCO
    David SokoloffUSA
    Zohra Ben Lakhdar
    Alex Mazzolini Australia
    Ivan Culaba and Joel Maquiling Philippines
  • 33. Distinctive features …
    Creative use of low cost apparatus
    Iteratively developed Training Manual
    Active Learning teaching informed by PER with
    sequenced group activities
    Interactive Lecture Demonstrations
    Pre and post workshop conceptual evaluation
    e.g. Light and Optics Concept Evaluation
    Applications of social importance
    Economy, Environment
    Aesthetic , entertaining aspects
  • 34. Active Learning Workshopson Optics and Photonics (ALOP)
    CadiAyyad University, Marrakech, Morocco, April 2006.
    Morocco, Tunisia, Africa
    Miranda House, University of Delhi, India, 6-11 November 2006.
    South-Asia, Thailand, Malaysia
    Dar esSalaam University, Tanzania, 5-10 July 2007.
    Universidadede São Paulo, Brazil, 22-27 July 2007
    Brazil, Uruguay, Argentina, Chile, Mexico
    Leon Guanajuato, Mexico, 6-11 November 2007
    Mexico, Venezuela, Guatemala, Nicaragua, Colombia, Peru,
    Workshops also at
    Argentina, Mozambique, Ghana, Zambia, Cameroon, Colombia, Brazil, Nepal
  • 35. General Feedback on Active Learning Workshops
    Largely Positive
    Good Science
    Good Pedagogy
    International Exposure
    Opportunity for networking
    Active Learning is the way forward
  • 36. Workshop Title:
    A Collaborative Workshop on
    Low-Cost Equipment and
    Appropriate Technologies
    Promote Undergraduate Level,
    Hands-on Physics Education
    throughout the Developing World
    The Abdus Salam International Centre for Theoretical Physics (ICTP) Trieste, Italy.
    Dates: 16 to 27 February 2009
    Course Directors:
    Pratibha Jolly (University of Delhi, India) Priscilla Laws (Dickinson College, USA)
    Elena Sassi (University of Naples, Italy) Dean Zollman (Kansas State Univ, USA)
  • 37. The Abdus Salam International Centre for Theoretical Physics
    Foster the growth of advanced studies and research in physical and mathematical sciences, especially in support of excellence in developing countries
  • 38. PHYSWARE Workshop …
    Theme: Teaching of Classical Mechanics
    To adopt and adapt
    To develop and disseminate
    Low-cost Equipment for Hands-on Learning
    Active Learning Instructional Materials
    Effective Use of New Technologies
    Modern day electronic instruments
    Computer-based technologies
    Open source software
    Locally available materials
    Locally meaningful contexts
    Locally available expertise
  • 39. 27 July 2009
  • 40. Participant’s Profile
    Sri Lanka
    35 Participants from 27 Countries
  • 41. Participant profile …
    Applications: ~ 200 from 48 countries
    Participants:35 physics educators from 27 countries
    Multicultural, eclectic, talented, innovative
    Demonstrated expertise in low-cost equipment design
    Capacity to network with teachers in their region
    Capacity to conduct follow-up workshops in their region
    University teacher trainers
    Instructors of introductory physics at the university level
    Outstanding secondary school teachers
    … mostly from the developing world
  • 42. Week One
    Active learning without Electronic Technology
    Eclectic Resources:
    • University of Washington Tutorials
    • 43. Workshop Physics
    • 44. Interactive Lecture Demonstrations
    • 45. Learning with Physics Suite
    • 46. The AMSTEL resources
    • 47. Naples PER group material
    • 48. Uganda Project
    • 49. University of Delhi Interactive Lab Tutorials
    ... Diverse Resources
  • 50. Introducing low-cost equipment
    • Do it yourself:
    e.g. Hand-made carts
    Dynamic Tracks
    Frictionless tables
    • Rough and ready:
    e.g. Make shift inclined planes
    • The Nuts and Bolts approach
    • 51. Stringing it all together
    … Stretching the imagination
  • 52. Mangos & Vines from Northern Uganda
    Investigating Oscillatory Motion
    and affect of changing parameters
    Pendulum Fabricated with
    • Mahogany Flower
    • 53. Walnut
    • 54. Metal Nuts
    • 55. Vines
    • 56. Threads
    Jude ByansiGulu University
  • 57. Following the Learning Cycle withLow-cost alternatives
    • Observing Motion with Hand-made carts
    • 58. Measuring distance in arbitrary units
    • 59. Innovative clickers for equal interval timing
    • 60. Measuring time with cell phones
    • 61. Rolling down inclined planes
    • 62. Measuring force with rubber bands and springs
    • 63. Using time of fall of coin to determine g
  • Experential
  • 64. Projects (Week 1)
    Measurement of acceleration on an inclined plane with changing slopes
    Motion with constant velocity on an inclined plane
    Motion of a car with varying loads
    Projectile motion in two dimensions
    Measurement of acceleration due to gravity using pendulums
    Time of fall in an elevator
    Measure g using Adriatica Stairwell and cell phone digital time measurements
    Obtain a=constant acceleration measurements with low cost carts and falling mass
    Obtain v= constant velocity measurements with falling mass dragging a book on table
    Measuring F and using an iPhone accelerometer
    Motion of two weights attached to a string passing over a pulley
    Motion of a marble/ ball bearing through liquid in a long tube
    Loss of Energy of a rolling sphere
    Motion of a rotating wheel and variation of torque with changing parameters
    Force constant of springs, rubber bands and combinations
    Physical pendulums of different shapes made from cardboard
    Oscillations of springs made from plastic and wire
    Superposition of two mechanical oscillations
    Bending of beams of different materials
  • 65.
  • 66.
  • 67. Week TwoActive learning with basic Electronic Technology
    Computer-based Data Collection Resources
    Interfaces-Probes-Software-Resources from
    • Coach, AMSTEL
    • 68. PASCO
    • 69. VERNIER
    • 70. Logger Pro Video Analysis
  • Projects (Week 2)
    2D Collisions through Video analysis
    A lesson plan for variation of pressure with depth
    Active Learning on Sound Quality using Shareware and Freeware
    Comparison of Technological Tools for Experimental activities in Kinematics
    Free oscillations and a potential well
    Hysteresis and rubber bands
    Measurement of Moment of Inertia of Irregular Shaped Objects
    Using open and free resources for active learning in physics
    International workshop organization
  • 71.
  • 72. The Aha moments!
  • 73. Introducing appropriate use of technology
    NCS Orientation and Goal Setting Meeting, 17 May 2009, Potomac, MD
  • 74. Blog, Wiki, Website …
  • 75. Establishing aCommunity of Practice …
    Social learning
    Transcending diversity
    Developing and adopting
    processes of social learning
    new competencies
    shared goals
    shared socio-cultural practices
    shared identity
    common vocabulary
    common conceptual understanding of problems
    shared repertoire of tools, techniques and solutions
  • 76. Recurring questions
    How best to carry forward the process of social learning by bringing others into the fold of the community of practice
    How best to bring into the mainstream innovations in physics education
    Important clues may be provided by demographical mapping of innovative curriculums adopted the world over
  • 77. Mainstreaming Global Innovations …
    Creating culturally sensitive adaptations
    Creating a community of practitioners
    Creating critical number to affect change in the system
    Creating regional leaders through intensive train-the-trainer workshops
    Sustaining capacity building so that training is not just a spike in the career graph
    Providing international support to regional leaders spanning local and global divides
  • 78. PHYSWARE ..Further Plans
    Establishing a PHYSWARE Community of Practice
    (web-based CoP)
    Strengthening Synergetic Networks
    Collating Examples of Best Praxis
    Creating thematic PHYSWARE Kits with Manuals
    Documenting Social Dynamics of PHYSWARE CoP
    Evaluating Mainstreaming of Pedagogic Innovations
    … envisioning global networks
  • 79. Wish list …PHYSWARE Action Plan for ICTP
    Annual Physics Education Workshops linking
    Linking fundamental physics to emerging areas of research
    Informed by contemporary new pedagogy
    Involving ICTP Research Associates and Faculty
    Integrating Physics Education into ICTP Activities
    Components in Diploma and Post-graduate Programs
    Train to better serve educational needs of home country
    Create ICTP Physics Education Associates
    Teacher Trainers
    Regional Leaders
    Establish Web-based Community of Practice in Physics Ed
    Leveraging ICTP’s infrastructure and informatics services
    … Seek Funding for a 5-year plan
  • 80. Adapting to global change …
    Challenge or opportunity ….
    Work in progress
    It can be done!