T. Kaur

Teaching Einsteinian physics at schools: Part 3, review of research outcomes

This paper reviews research results obtained from Einsteinian physics programs run by different instructors with Years 6, 9, 10 and 11 students using the models and analogies described in parts 1 and 2. The research aimed to determine whether it is possible to teach Einsteinian physics and to measure the changes in student attitudes to physics engendered by introducing the modern concepts that underpin technology today. Results showed that students easily coped with the concepts of Einsteinian physics, and considered that they were not too young for the material presented. Importantly, in all groups, girls improved their attitude to physics considerably more than the boys, generally achieving near parity with the boys.

Why did the apple fall? A new model to explain Einstein's gravity

Newton described gravity as an attractive force between two masses but Einsteins General Theory of Relativity provides a very different explanation. Implicit in Einsteins theory is the idea that gravitational effects are the result of a distortion in the shape of space-time. Despite its elegance, Einsteins concept of gravity is rarely encountered outside of an advanced physics course as it is often considered to be too complex and too mathematical. This paper describes a new conceptual and quantitative model of gravity based on General Relativity at a level most science students should be able to understand. The model illustrates geodesics using analogies with paths of navigation on the surface of the Earth. This is extended to space and time maps incorporating the time warping effects of General Relativity. Using basic geometry, the geodesic path of a falling object near the surface of the Earth is found. From this the acceleration of an object in free fall is calculated. The model presented in this paper can answer the question, Why do things fall? without resorting to Newtons gravitational force.

Teaching Einsteinian physics at schools: part 1, models and analogies for relativity

The Einstein-First project aims to change the paradigm of school science teaching through the introduction of modern Einsteinian concepts of space and time, gravity and quanta at an early age. These concepts are rarely taught to school students despite their central importance to modern science and technology. The key to implementing the Einstein-First curriculum is the development of appropriate models and analogies. This paper is the first part of a three-paper series. It presents the conceptual foundation of our approach, based on simple physical models and analogies, followed by a detailed description of the models and analogies used to teach concepts of general and special relativity. Two accompanying papers address the teaching of quantum physics (Part 2) and research outcomes (Part 3).

Teaching Einsteinian physics at schools: part 2, models and analogies for quantum physics

The Einstein-First project approaches the teaching of Einsteinian physics through the use of physical models and analogies. This paper presents an approach to the teaching of quantum physics which begins by emphasising the particle-nature of light through the use of toy projectiles to represent photons. This allows key concepts including the spacing between photons, and photon momentum to be introduced. This in-turn allows an intuitive understanding of the uncertainty principle. We present optical interference in the context of individual photons, using actual videos showing the development of images one at a time. This enables simple laser interference experiments to be interpreted through the statistical arrival of photons. The wave aspects of quantum phenomenon are interpreted in terms of the wavelike nature of the arrival probabilities.

Can a short intervention focused on gravitational waves and quantum physics improve students’ understanding and attitude?

The decline in students interest in science and technology is a major concern in the western world. One approach to reversing this decline is to introduce modern physics concepts much earlier in the school curriculum. We have used the context of the recent discoveries of gravitational waves to test the benefits of one-day interventions, in which students are introduced to the ongoing nature of scientific discovery, as well as the fundamental concepts of quantum physics and gravitation, which underpin these discoveries. Our innovative approach combines role-playing, model demonstrations, single photon interference and gravitational wave detection, plus simple experiments designed to emphasize the quantum interpretation of interference. We compare understanding and attitudes through pre and post testing on four age groups (school years 7, 8, 9 and 10), and compare results with those of longer interventions with Year 9. Results indicate that neither prior knowledge nor age are significant factors in student understanding of the core concepts of Einsteinian physics. However we find that the short interventions are insufficient to enable students to comprehend more derived concepts.