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What is Physics?Derek Raine (and many others)
www.le.ac.uk/leap
P rojec t
www.le.ac.uk/i-science www.integratedsciences.org
www.ou.ac.uk/picetl
Here’s one definition…
Standard model Lagrangian:
**2
222
2
22
20
42
0
32
22
212
12202
1241
20
222
1**21
41
22
21
204
14122
21
),,(
)()(cos2
cos
cossin2
482
)(
)()(
)()](
~[
WDWDWZWZWDWDWZWZig
WWZZWWZZg
WWWWZAig
WWWWWWWWghmhm
ZZggWWghh
WWgWDWDWDWD
AA
ZZggZZhmhheeeem
eiDeLiDL
w
w
ww
LRRLe
RRe
and the rest…
)]()([
)3/()3/(~
)3/2()3/2(~
LRRLuRRLLd
RRLL
flavoursRRLL
uuuumddddm
uAeiiuuAeiid
uAeiiuuAeiiu
]sin)3/2()2sin(
)sin)3/2(1()2sin(
~
sin)3/4()2sin(
)sin)3/4(1()2sin(
[
22
22
ww
RRww
LL
ww
RRww
RL
Ze
ddZe
dd
Ze
uuZe
uu
..~
~
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),,(sin2
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VVV
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tcue
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L
L
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ubusud
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w
])([8
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ffffa flavours
faa qqmqigGiqGG
+ gravity
Here’s another definition:
the science of matter and energy and their interactions
wordnet.princeton.edu/perl/webwn
Physics (from the Greek, φυσικός (phusikos), "natural", and φύσις (phusis), "nature") is the science of Nature in the broadest sense. en.wikipedia.org/wiki/Physics
Physics is an instrumental band from San Diego, California, USA that has featured a rotating cast of musicians, but is currently composed of Jeff Coad and Will Goff on synths, Rob Crow, Jason Soares, and John Goff on guitars, and Cameron Jones on drums. en.wikipedia.org/wiki/Physics_(band)
Physics (or "Physica", or "Physicae Auscultationes" meaning "lessons") is a key text in the philosophy of Aristotle
And from good old Wikipedia
Why do we need to ask the question?
The European Union (EU) has set a goal of becoming "the most competitive and dynamic knowledge-based economy in the world by 2010."
National Science Board. 2004. Science and Engineering Indicators 2004. Two volumes. Arlington, VA: National Science Foundation (volume 1, NSB 04-1; volume 2, NSB 04-1A).
Growth of university science education
Growth in higher education in the UK
participation rate in HE in the UK
16
3233
0
10
20
30
40
1850 1900 1950 2000 2050
year
pe
rce
nta
ge
p
art
icip
ati
on
The retreat from science
• After instruction, students, on average, are found to be less expert-like in their thinking than before. They see physics as less connected to the real world, less interesting, and more as something to be memorized without understanding. This is true in almost all courses, including those with teaching practices that have substantially improved conceptual mastery.
• CLASS Categories
• Reality Personal View Physics is part of the student’s life – student cares about physics.• Reality World View Physics describes phenomena in the World around us.• Math Mathematical formulae describe physical phenomena.• Sense Making It is important to me to make sense out of things when learning physics.• Metacognition Awareness of what is necessary to learn and understand physics – self reflection.• How to Learn Best learned by memorization of facts and methods without understanding.• Coherence Physics consists of connected ideas.
• Calc-I LSRU/Fa03 engineers 63% 65% • Calc-I MMSU/Fa03 physics maj 64% 54%
The Design and Validation of the Colorado Learning Attitudes about Science SurveyW. K. Adams, K. K. Perkins, M. Dubson, N. D. Finkelstein and C. E. Wieman
CLASS (Colorado Learning Attitudes about Science Survey).htm
Attitudes to physics and chemistry
The UK External Environment
University entrants 1985-1999 (scaled to total)
0
0.005
0.01
0.015
0.02
0.025
0.03
0.035
0.04
1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000
year
frac
tio
n o
f en
tran
ts p
er s
ub
ject
Physics
Maths
Chemistry
Biology
since 1994, the number of UK universities offering degrees in physics has declined from 79 to 51
Physics BSc graduates working in the UK
Physics related employment
Information Technology
Mechanics and RelativityClassical mechanics: Newton’s laws, conservation laws, rotation, Newtonian gravitation, Kepler’s laws, Special relativity to the level of: Lorentz transformations and energy momentum relationship
Quantum PhysicsBackground to QM to include:Black body radiation, Photoelectric effect, Wave-particle duality, Heisenberg’s Uncertainty Principle
Schrödinger wave equation to include:Wave function and its interpretation, Standard solutions and quantum numbers, to the level of the hydrogen atom, Tunnelling, First order time independent perturbation theory
Atomic, nuclear and particle physics to include:Quantum structure and spectra of simple atoms, Nuclear masses and binding energies, Radioactive decay, fission and fusion, Pauli exclusion principle, fermions and bosons and elementary particles, Fundamental forces and the Standard Model
Condensed Matter PhysicsMechanical properties of matter to include elasticity and thermal expansion, Inter-atomic forces and bonding, Phonons and heat capacity, Crystal structure and Bragg scattering, Electron theory of solids to the level of simple band structure, Semiconductors and doping, Magnetic properties of matter
Oscillations and Waves Free, damped, forced and coupled oscillations to include resonance and normal modes, Waves in linear media to the level of group velocity, Waves on strings, sound waves and EM waves, Doppler effect
ElectromagnetismElectrostatics and magnetostatics, DC and AC circuit analysis to complex impedance, transients and resonance, Gauss, Faraday, Ampère, Lenz and Lorentz laws to the level of their vector expression, Maxwell’s equations and plane EM wave solution; Poynting vector, EM spectrumPolarisation of waves and behaviour at plane interfaces
17th Century
early 20th Century
early 20th Century
19th Century
19th Century
What is Physics – View from the IOP
OpticsGeometrical optics to the level of simple optical systems, Interference and diffraction at single and multiple apertures, Dispersion by prisms and diffraction gratings, Optical Cavities and laser action
Thermodynamics and Statistical Physics Zeroth, first and second laws of thermodynamics:Temperature scales, work, internal energy and heat capacity, Entropy, free energies and the Carnot Cycle, Changes of state
Statistical mechanics:Kinetic theory of gases and the gas laws to Van der Waals equation, Statistical basis of entropyMaxwell-Boltzmann distribution, Bose-Einstein and Fermi-Dirac distributions, Density of states and partition function
mainly 19th Century
18th – 19th Century
early 20th Century
OK – so I’m cheating a bit
– the standard model is 1970s !
A. PHYSICS SKILLSStudents should learn:1 How to tackle problems in physics and formulate an appropriate solution.For example, they should learn how to identify the appropriate physical principles; how to use special and limiting cases, dimensional analysis andorder-of-magnitude estimates to guide their thinking about a problem; and how to present the solution making their assumptions explicit.
2 How to use mathematics to describe the physical world. They should know how to turn a physics problem into a mathematical form and have an understanding of mathematical modelling and of the role of approximation.
3 How to plan, execute and report the results of an experiment orinvestigation. All graduates of an accredited degree programme should have some appreciation of physics as an experimental science. They should have an understanding of the elements of experiment and observation and should therefore be able to• plan an experimental investigation; • use apparatus to acquire experimental data; • analyse data using appropriate techniques; • determine and interpret the measurement uncertainties (both systematic and random) in a measurement or observation; • report the results of an investigation; • understand how regulatory issues such as health and safety influencescientific experimentation and observation. For many degree programmes, experimental work in a conventional laboratorycourse will be a vital and challenging part and will provide students with the skills necessary to plan an investigation and collect and analyse data. However, these required skills may also be acquired through computer simulation, paper exercises with appropriate data, or case studies using real experimental data from a published source. Other methods may be usedprovided they meet the above objectives.
4 How to compare results critically with predictions from theory. Students should understand the concept of using data to test a hypothesis and be able to assess the reliability of data, to
understand the significance of results, and to relate results from numerical modelling or experiment to the relevant theory.
B. TRANSFERABLE SKILLSA Physics degree should enhanceProblem-solving skillsPhysics degree programmes involve students in solving physics problems with well-defined solutions. They should also gain experience in tackling open-ended problems. Students should develop their ability to formulate problems in precise terms and to identify key issues. They should develop the confidence to try different approaches in order to make progress on challenging problems.
Investigative SkillsStudents should have opportunities to develop their skills of independent investigation. They should develop the ability to find information by using textbooks and other available literature, by searching databases and the Internet, and through discussions with colleagues.
Communications skillsA physics degree should develop students’ ability to communicate complex information effectively and concisely by means of written documents, presentations or discussion. Students should be able to use technical language appropriately.
Analytical skillsStudents should develop their ability to grasp complex concepts, to understand and interpret data precisely and to construct logical arguments. They should be able to distil a problem to its basic elements.
IT skillsStudents should become familiar with appropriate software such as programming languages and packages. They should develop their computing and IT skills in a variety of areas including the preparation of documents, information searches,numerical calculations, and the manipulation and presentation of data.
Personal skillsStudents should develop their ability to work independently, to use their initiative and to organise themselves to meet deadlines. They should gain experience of group work and be able to interact constructively with other people.
UnitsAveragesRates of changeOrders of magnitudeEstimatesProportionalityIntensive and extensive variablesGraphical analysisDerivation of hypothesis from experimentDiscrediting of a hypothesis by experimentClassic experiments overturning prior beliefsUse of a physical law for predictionPhenomenological lawsPhysical Reductionism
Use of Analogies Mathematical modelsChange of frames of reference SymmetryConservation laws, (energy, momentum)Open and closed systemsEquilibrium, dynamic equilibriumIrreversibilityDescription of bulk properties in terms of constituentsFluctuationsTransportWave conceptsResonanceFrequency spacePhase spaceConcept of a fieldQuantum properties
Science education and economic development
The Relevance of Science Education study, which looked at 15-year-olds in 40 countries, found a 0.92 negative correlation between attitudes to school science and the UN index of human development.
Problem-based learning
Motion in 1D Problem: The lead shot used in shotgun cartridges consists of small spherical pellets 2-3mm in diameter made by pouring molten lead through a frame suspended in a high tower, a method used since its invention by William Watts in 1782. In order to produce spherical shot the lead must solidify before the pellet has reached terminal velocity. How high should the tower be?
Motion in the plane Problem A design for a spaceship that would also function as an orbital space station might look like the dumbell form of Spaceship USS Discovery 1 from the film 2001: A Space Odyssey. The picture shows an artist’s impression with the spaceship moving round the Earth oriented like a plane flying through the air. Is there anything wrong with this?
Circular OrbitsEquilibrium and StabilityDynamics of rotational motionSimple Harmonic Motion
Dimensional analysisKinematicsDynamicsConservation laws
Oscillations
and Waves
Problem: The Tour Sans Fins ("Tower Without Ends") was a tower planned in La Defénse that has since been cancelled. The spelling Tour Sans Fins (rather than the apparently correct French fin) comes from the idea that this tower had no ends, even if one looked up or down at it, hence "ends" and not "end". The Tour Sans Fins was meant to be 400m tall and would have been the tallest skyscraper in Europe. Problem: An ocean-based tsunami detection buoy has been successfully deployed 1200km southeast of Tasmania. How much warning will this give?
Current electricity
Problem: Heart defibrillators, which are used to restore a regular heart beat, stimulate the heart to contract by delivering a short current pulse of duration 20 ms. In one type of defibrillator a capacitor is charged to a suitable voltage and then discharged through the patient's chest with the aid of two large electrodes. The defibrillator needs to be able to deliver pulses of up to 360 J to patients with transchest resistances ranging up to 150 ohms. Estimate values for capacitance and voltage needed to cope with these requirements. Problem: The figure shows a proposed device for measuring oil level. As the oil level changes so does the capacitance. At a certain level the speaker sounds as a warning. What values of the circuit elements could be used?
ResistanceCapacitorsAC circuits
OscillatorsProjectilesProperties of wavesWater waves
Oil level in capacitor
AC source
speaker
Resistor
Motion in 1D Dimensional analysis, KinematicsDynamics, Conservation laws
Problem: Making lead shot
Motion in the plane Circular OrbitsEquilibrium and StabilityDynamics of rotational motionSimple Harmonic Motion
Problem: What’s wrong with the artists impression?
Oscillations and Waves Oscillators, Projectiles, Properties of waves, Water waves
Problem: The Tour Sans Fins ("Tower Without Ends") Problem: Warning from an ocean-based tsunami detection buoy?
Current electricity Resistance, Capacitors, AC circuits
Problem: Heart defibrillatorsProblem: Oil level warning
Electric & Magnetic Fields Electric fields, Fields and potentials, Capacitance, Currents and magnetic fields
Problem: How can linesmen work safely on live wires?
Magnetic Fields Dipole fieldsMagnetic InductionMagnetic forces
Problem: What is happening in the pictures?
Magnetic materials Magnetic forces in Equilibrium Paramagnetism, Ferromagnetism, Electromagnets, Diamagnetism
Problem: Can a frog levitiate?
Electromagnetic wavesElectromagnetic waves, Fields at Boundaries, Reflection and refraction, Water pipes in the desert
Problem: Detecting leaking water pipes in the desert.
Geometrical opticsReflection, Refraction , Lenses
Problem: How do glasses work?
Physical Optics Wave properties and superposition,Interference, Diffraction
Problem: Explain a diffraction pattern
Atomic structure Problem: Detecting Atmospheric contaminants
Nuclei and radioactivity Problem: Oklo mine natural reactor.
Quantum phenomena Problem: Teleportation
Heat Problem: Towing icebergs
Thermodynamics Problem: The gas pressure driven car
Solids and fluids Problem: Biophysics of Giraffes, Sharks, Fleas, Antelopes, Flies and Trees
Condensed matter Problem: Nanobiomarkers
Transport properties Problem: UltraKleene
Relativity Problem: GPS
Astrophysics Problem: How did the Universe grow?
PBL Problem Physics Topics
The White Knuckle Toy Newtonian dynamics, oscillations, damping
Crosswind Warning Electrostatics, induction, steady currents, fluids
The Art of Glass Geometric and wave optics
UltraKleene Kinetic theory, Diffusion
Chocolate Factory Alarm Circuits, AC theory
Space Tether Newtonian gravity, elasticity
Solid State Traffic Lights Semi-conductors, LEDs
Desert Pipeline Leak Electromagnetic theory
Transporter Quantum theory
Air Quality Spectroscopy
Another curriculum!!
Interdisciplinary Challenges
• Global warming
Interdisciplinary Challenges
• Biodiversity
Interdisciplinary Challenges
Sustainability
Interdisciplinarity
Interdisciplinarity
Random Walk (Brownian Motion)
Interdisciplinarity
Interdisciplinarity