It does appear that Christopher Pyne might have finally woken up as to why the "Gonski Program" is woefully inadequate. The program does next to nothing to address the major problems which exist within our school educational systems. Namely:-
1. The chronic shortage of properly qualified and highly motivated teachers with excellent
classroom management credentials.
2. The ever growing problem of violence especially within the classroom.
3. The continuous watering down of curriculum to meet the needs of struggling teachers.
4. The lack of leadership skills exhibited by many teachers in management positions.
Sunday, 1 December 2013
Tuesday, 12 November 2013
Diagnostic Testing
Educators suggest that diagnostic testing in secondary schools is very important. I agree. However, this is difficult if not impossible for many teachers of science and mathematics to undertake. Suppose a science teacher asks his/her class what is light. Assume the student replies by suggesting that light is a steam of particles. How can that teacher continue unless he/she is familiar with the two major models for light? Suppose a science teacher asks his/her class what is heat. Assume a student replies by suggesting that heat is related to how fast a particle moves. How can that teacher continue unless he/she is familiar with the two major models for heat? I suggest that numerous teachers of science and mathematics are reluctant to ask such open ended questions because their knowledge of the subject matter in these two disciplines is lacking.
Westpac
Most people are educated to believe that banking interviews, to some extent, are confidential. I had an interview with an employee of a branch of a Westpac bank, in Wagga Wagga, on 11/11/2013. Later I came to the conclusion that information at that meeting may have been leaked. I attended another meeting, at the same bank, the next day in order to clarify the bank's policy on confidential interviews. I say that the senior Westpac employee was very evasive and did not wish to discuss the serious matter which I had raised with him. It seems to me that Westpac does not have a policy related to confidentiality.
Tuesday, 17 September 2013
Telling Stories (1)
There are managers in our schools who direct teachers to stick strictly to the syllabus. How boring! How unrealistic their ideas are about the meaning of education.
Telling stories was / is an ongoing part of my teaching practice.
Many years ago I was in the school library when a fourteen year old girl (let us call her Mary) approached me. It was obvious that she was distressed and had been crying. She asked if I was
Mr Todd. I said yes and asked her what the problem was. Mary gave me a brief account of her life of misery which was being caused by a boy in her year (let us call him George). I suggested to her that she approach her year adviser. Mary quickly indicated that such an approach would prove useless. I asked her if she would like me to try and find a solution to her problem. Her eyes lit up and I then realized why she had sought my help.
Our meeting took place in the morning. A short while later I pulled George out of class and spoke with him.
Later, in the afternoon, I was doing after school duty just inside the school boundary fence. Mary rode past on her bicycle. As she past me Mary looked back and cried out at the top of her voice; "I love you Mr Todd, I love you."
I never spoke with Mary again. George never bothered her again. When I tell this story to my students they invariably ask me what it was that I said to George. I tell them that I made him an offer he couldn't refuse.
Telling stories was / is an ongoing part of my teaching practice.
Many years ago I was in the school library when a fourteen year old girl (let us call her Mary) approached me. It was obvious that she was distressed and had been crying. She asked if I was
Mr Todd. I said yes and asked her what the problem was. Mary gave me a brief account of her life of misery which was being caused by a boy in her year (let us call him George). I suggested to her that she approach her year adviser. Mary quickly indicated that such an approach would prove useless. I asked her if she would like me to try and find a solution to her problem. Her eyes lit up and I then realized why she had sought my help.
Our meeting took place in the morning. A short while later I pulled George out of class and spoke with him.
Later, in the afternoon, I was doing after school duty just inside the school boundary fence. Mary rode past on her bicycle. As she past me Mary looked back and cried out at the top of her voice; "I love you Mr Todd, I love you."
I never spoke with Mary again. George never bothered her again. When I tell this story to my students they invariably ask me what it was that I said to George. I tell them that I made him an offer he couldn't refuse.
Thursday, 29 August 2013
I.Q.
In Australia it is quite reasonable to assume that the average intelligence quotient (AIQ) of school students has not changed over time. In my opinion it is more than reasonable to assume that the AIQ of their teachers has dropped significantly.
Australia is now in the unenviable position of having significant numbers of our brighter students being taught mathematics and science by teachers who struggle to understand the subject matter they are required to teach.
I suggest that the various State Authorities have been aware of this situation for a number of years and have responded accordingly. To begin with they have dumbed down the subject matter. In doing so early introduction of difficult concepts is no longer viable in many of our schools. Errors in prescribed texts are not readily picked up and these errors are often reinforced when teachers attend staff development days. The abolition of external examinations in junior high school has helped to conceal the lack of quality subject matter being taught.
It is well known that students in years 11 and 12 are spurning mathematics, physics and chemistry in both public and private schools. The brighter students know the capabilities of the teachers at their schools and respond accordingly!
Australia is now in the unenviable position of having significant numbers of our brighter students being taught mathematics and science by teachers who struggle to understand the subject matter they are required to teach.
I suggest that the various State Authorities have been aware of this situation for a number of years and have responded accordingly. To begin with they have dumbed down the subject matter. In doing so early introduction of difficult concepts is no longer viable in many of our schools. Errors in prescribed texts are not readily picked up and these errors are often reinforced when teachers attend staff development days. The abolition of external examinations in junior high school has helped to conceal the lack of quality subject matter being taught.
It is well known that students in years 11 and 12 are spurning mathematics, physics and chemistry in both public and private schools. The brighter students know the capabilities of the teachers at their schools and respond accordingly!
Wednesday, 28 August 2013
SUCK
Too many teachers of science talk about milk being sucked up a straw and/or passengers being sucked out of an aeroplane. Unfortunately this generates a false picture in the minds of their students.
The dictionary indicates that "suck" means to draw into the mouth. The milk is in fact forced into the mouth in accordance with Newton's first law of motion. Again, the passengers are forced out of the plane in accordance with the first law.
Pressure is defined as Force divided by Area. P = F/A. If the area is fixed then Pressure will vary directly with Force.
You place your lips over the straw. The pressure of the air inside the straw above the milk is balanced by the pressure of the air above the milk outside of the straw. Hence, the force per unit area is the same. You consciously lower your diaphragm and your lung capacity increases. A greater volume with the same number of air particles must result in a drop in pressure. Hence, the pressure of the air inside the straw drops which means that the force per unit area drops. We now have a greater force per unit area acting on the surface of the milk, outside of the straw, and hence milk is forced into the straw.
You are sitting in an aeroplane, at sixty thousand feet, next to a window. The air pressure acting on the inside of the window is far greater than that on the outside. Hence, the force per unit area is greater inside. The window shatters and in accordance with Newton's first law the pieces of glass move out and away from the plane. In general the net movement of air particles will be towards the hole where the window used to be. The air pressure on the side of your body closest to the window will drop very quickly and hence so will the force per unit area acting on that part of your body. The greater air pressure and force per unit area on the other side of your body will cause you to move in accordance with Newton's first law. You are forced out of the plane. In simple terms the air molecules move into regions of low pressure and if you are in the way then bad luck!
The dictionary indicates that "suck" means to draw into the mouth. The milk is in fact forced into the mouth in accordance with Newton's first law of motion. Again, the passengers are forced out of the plane in accordance with the first law.
Pressure is defined as Force divided by Area. P = F/A. If the area is fixed then Pressure will vary directly with Force.
You place your lips over the straw. The pressure of the air inside the straw above the milk is balanced by the pressure of the air above the milk outside of the straw. Hence, the force per unit area is the same. You consciously lower your diaphragm and your lung capacity increases. A greater volume with the same number of air particles must result in a drop in pressure. Hence, the pressure of the air inside the straw drops which means that the force per unit area drops. We now have a greater force per unit area acting on the surface of the milk, outside of the straw, and hence milk is forced into the straw.
You are sitting in an aeroplane, at sixty thousand feet, next to a window. The air pressure acting on the inside of the window is far greater than that on the outside. Hence, the force per unit area is greater inside. The window shatters and in accordance with Newton's first law the pieces of glass move out and away from the plane. In general the net movement of air particles will be towards the hole where the window used to be. The air pressure on the side of your body closest to the window will drop very quickly and hence so will the force per unit area acting on that part of your body. The greater air pressure and force per unit area on the other side of your body will cause you to move in accordance with Newton's first law. You are forced out of the plane. In simple terms the air molecules move into regions of low pressure and if you are in the way then bad luck!
Friday, 23 August 2013
EINSTEIN / NEWTON
Following on from Einstein's theory of relativity some teachers of science have suggested that Newton got it wrong. He did not!
Newton's second law of motion is mathematically represented by the equation F = d(mv)/dt.
Not F = ma. Newton assumed that if an object is subjected to an unbalanced force its inertial mass m would not change and that F = d(mv)/dt would simplify down to F = ma. For velocities of say 100m/s changes in inertial mass are not measurable.
Einstein took Newton's second law from one inertial reference frame (which is one in which Newton's second law holds) to another such frame using Lorentz transformations. When this was done he found that for the law to hold (Galilean Invariance) the objects inertial mass changed. The new mass is represented by the equation m = m' /w, where w = square root (1 - v.v/c,c) and m' is the objects inertial mass in the rest frame.
This is Einstein's only modification of Newton's laws of motion. Newton's first law remains unchanged. Newton's third law still holds but the modified mass must now be taken into account when considering conservation of momentum.
Newton's second law of motion is mathematically represented by the equation F = d(mv)/dt.
Not F = ma. Newton assumed that if an object is subjected to an unbalanced force its inertial mass m would not change and that F = d(mv)/dt would simplify down to F = ma. For velocities of say 100m/s changes in inertial mass are not measurable.
Einstein took Newton's second law from one inertial reference frame (which is one in which Newton's second law holds) to another such frame using Lorentz transformations. When this was done he found that for the law to hold (Galilean Invariance) the objects inertial mass changed. The new mass is represented by the equation m = m' /w, where w = square root (1 - v.v/c,c) and m' is the objects inertial mass in the rest frame.
This is Einstein's only modification of Newton's laws of motion. Newton's first law remains unchanged. Newton's third law still holds but the modified mass must now be taken into account when considering conservation of momentum.
Thursday, 22 August 2013
GONSKI
When politicians talk about improving educational outcomes they seem to mainly focus on the amount of money they are prepared to invest. I suggest that there is only a very small positive correlation between money spent and improved results. Politicians often talk about improving school resources.
I suggest that a school's greatest resource is its staff (mainly its face to face teaching staff). What is "Gonski" going to do about the thousands of teachers who are poorly motivated and struggle to understand the subject matter they are directed to teach? Very little I think.
What is "Gonski" going to do about the increasing levels of violence in our schools? Next to nothing I think.
Why waste billions of dollars on educational systems of work and processes which are continually failing?
I suggest that a school's greatest resource is its staff (mainly its face to face teaching staff). What is "Gonski" going to do about the thousands of teachers who are poorly motivated and struggle to understand the subject matter they are directed to teach? Very little I think.
What is "Gonski" going to do about the increasing levels of violence in our schools? Next to nothing I think.
Why waste billions of dollars on educational systems of work and processes which are continually failing?
NAPLAN / VIOLENCE
Some academics have suggested that an indication of the level of violence in a school be published within the publication of a schools NAPLAN results. I suggest that this is already being done. It is my experience, over many years, that as violence in a school increases the student attendance rate drops. Hence, I'm suggesting that a school's student attendance rate gives a good indication of the level of violence within that school. Personally I would be reluctant to enroll a child in a school with an attendance rate below 90%.
I further suggest that publishing a staff attendance rate would be a very useful guide to a school's culture and general well being.
Finally it is my opinion that student attendance rates, as published in the NAPLAN results, are in many cases underestimated.
I further suggest that publishing a staff attendance rate would be a very useful guide to a school's culture and general well being.
Finally it is my opinion that student attendance rates, as published in the NAPLAN results, are in many cases underestimated.
Saturday, 20 July 2013
WORK DONE
The definition of work done, in some science books, is written as force x distance. This is incorrect.
The true definition is Work Done = Force x Displacement (W.D = F x s).
Suppose we move an object of mass m = 6kg (resting on the earth) against gravity g (approximately 10 m/s/s).
Let the distance moved = 20m and assume the object comes to rest 5m above the earth.
Then the total Work Done = F x s = mg x s = 6 x 10 x 5 = 300 J (joules).
Notice that this is also equal to the increase in gravitational potential energy of the object. Also note that force and displacement are vector quantities whilst work done is a scalar quantity.
The true definition is Work Done = Force x Displacement (W.D = F x s).
Suppose we move an object of mass m = 6kg (resting on the earth) against gravity g (approximately 10 m/s/s).
Let the distance moved = 20m and assume the object comes to rest 5m above the earth.
Then the total Work Done = F x s = mg x s = 6 x 10 x 5 = 300 J (joules).
Notice that this is also equal to the increase in gravitational potential energy of the object. Also note that force and displacement are vector quantities whilst work done is a scalar quantity.
Friday, 5 July 2013
High School Science Text Books
Often when I have taught physics to high school students there has arisen conflict between what I am telling the students and what their issued text states. I just bite the bullet and point out why the text is incorrect. "Obviously" those teachers of science who rely on the text being correct may be inadvertently disadvantaging their students. Not a nice thought!
NEWTON'S SECOND LAW OF MOTION
It is most unfortunate that a significant number of teachers of science put forward Newton's Second Law as being Force = Mass x Acceleration.
If an unbalanced force acts on an object its momentum will change with time. Newton's Second Law states that the unbalanced force is directly proportional to the rate of change of momentum with time and is in the same direction as the force.
Momentum p = mv and is a vector quantity. Hence, from the above definition F = dp/dt = d(mv)/dt.
Upon expansion we get F = mdv/dt + vdm/dt. Now, dv/dt = a.
Hence, F = ma + vdm/dt. This is the correct mathematically presentation of Newton's Second Law.
If we assume that the inertial mass of the object does not change then dm/dt = 0 , and Newton's Second Law reduces to F = ma + 0 = ma.
Consider an object of mass m having an initial velocity of v'. Its momentum (p) is mv'. Suppose an unbalanced force F acts on the object for t seconds and it's new velocity is v''. Hence, its new momentum is mv''. Note, I have made the assumption that its mass has not changed. Let the change in velocity be v. Then, v = v'' - v,'
From Newton's Second Law we get F = (Change in momentum) / (Change in time).
Hence, F = (mv'' - mv')/t = m(v''-v')/t = m(v/t) = ma.
If an unbalanced force acts on an object its momentum will change with time. Newton's Second Law states that the unbalanced force is directly proportional to the rate of change of momentum with time and is in the same direction as the force.
Momentum p = mv and is a vector quantity. Hence, from the above definition F = dp/dt = d(mv)/dt.
Upon expansion we get F = mdv/dt + vdm/dt. Now, dv/dt = a.
Hence, F = ma + vdm/dt. This is the correct mathematically presentation of Newton's Second Law.
If we assume that the inertial mass of the object does not change then dm/dt = 0 , and Newton's Second Law reduces to F = ma + 0 = ma.
Consider an object of mass m having an initial velocity of v'. Its momentum (p) is mv'. Suppose an unbalanced force F acts on the object for t seconds and it's new velocity is v''. Hence, its new momentum is mv''. Note, I have made the assumption that its mass has not changed. Let the change in velocity be v. Then, v = v'' - v,'
From Newton's Second Law we get F = (Change in momentum) / (Change in time).
Hence, F = (mv'' - mv')/t = m(v''-v')/t = m(v/t) = ma.
Wednesday, 26 June 2013
FORCE
There are numerous teachers of science who define force as a push or a pull. This is a very poor definition. The definition of force is embedded in Newton's first law of motion.
Newton's first law of motion may be stated as - Every body continues in its state of rest or of uniform motion in a straight line unless it is acted upon by an unbalanced force.
It is important to emphasise that all motion is relative. Having asked a student if she is sitting still I then ask her how many times she has been around the sun. Primary and secondary students readily pick up the concept of relative motion and frames of reference.
Uniform motion in a straight line means travelling in a straight line at a constant speed. Hence the velocity of the body is constant and therefore the acceleration is zero (a = dv/dt).
From Newton's first law an unbalanced force can do one of two things-
1. It can change a body's state of rest.
OR
2. It can change its state of uniform motion in a straight line.
Part 1 is quite straight forward. Suppose an object is at rest relative to a white board. If an unbalance force acts on the object it will now move relative to the white board.
Part 2 can be "quantized". Suppose the object is travelling in a straight line at a constant speed and an unbalanced force acts on it. Various outcomes are possible. The object-
(a). Continues moving in a straight line but changes its speed.
(b). Maintains the same speed but changes direction.
(c). Changes its speed and direction.
In all of the above cases the object changes its velocity with time and therefore must be accelerating.
It is to be noted that the definition of force is an operational definition. We do not say what a force is. Instead we say what a force can do. This concept is quite readily absorbed into the minds of attentive and motivated primary and secondary students.
Newton's first law of motion may be stated as - Every body continues in its state of rest or of uniform motion in a straight line unless it is acted upon by an unbalanced force.
It is important to emphasise that all motion is relative. Having asked a student if she is sitting still I then ask her how many times she has been around the sun. Primary and secondary students readily pick up the concept of relative motion and frames of reference.
Uniform motion in a straight line means travelling in a straight line at a constant speed. Hence the velocity of the body is constant and therefore the acceleration is zero (a = dv/dt).
From Newton's first law an unbalanced force can do one of two things-
1. It can change a body's state of rest.
OR
2. It can change its state of uniform motion in a straight line.
Part 1 is quite straight forward. Suppose an object is at rest relative to a white board. If an unbalance force acts on the object it will now move relative to the white board.
Part 2 can be "quantized". Suppose the object is travelling in a straight line at a constant speed and an unbalanced force acts on it. Various outcomes are possible. The object-
(a). Continues moving in a straight line but changes its speed.
(b). Maintains the same speed but changes direction.
(c). Changes its speed and direction.
In all of the above cases the object changes its velocity with time and therefore must be accelerating.
It is to be noted that the definition of force is an operational definition. We do not say what a force is. Instead we say what a force can do. This concept is quite readily absorbed into the minds of attentive and motivated primary and secondary students.
Monday, 17 June 2013
ACCELERATION
There are numerous teachers of science who define acceleration as being the rate of change of speed with time. This is totally incorrect. With that definition we have acceleration = change in speed divided by change in time. Before looking at the true definition of acceleration I would like to mention distance,displacement, speed and velocity.
Suppose an objects initial position in three dimensional space is (0,0,0)m.Let an unbalanced force act on the object for 10 seconds. Suppose the object travels a distance of 200 metres and its final position is (100,0,0)m. Hence, distance travelled is 200m and the objects displacement is 100m. Its average speed is (change in distance) / (change in time) = 200/10 = 20m/s. Its average velocity = (change in displacement) / (change in time) = 100/10 = 10m/s.
Speed is a scalar quantity (it has magnitude only). Velocity is a vector quantity (it has magnitude and direction).
Acceleration is properly defined as being the rate of change of velocity with time. Acceleration is a vector quantity.
Suppose an object travels for 10s in a circular path at a constant speed of 15m/s. If acceleration was defined as (change in speed) / (change in time) then the acceleration of this object would be zero. This cannot be correct. An object travelling in a circle is being acted upon by an unbalanced force (otherwise it must be stationary or travelling in a staight line at constant speed according to Newton's First Law of Motion). If the inertial mass of the object is m and its mass remains constant then the force acting on the object = mass x acceleration. Hence, it must be accelerating. As it moves in a circle its velocity keeps changing with time. Hence, again it must be accelerating.
Suppose an objects initial position in three dimensional space is (0,0,0)m.Let an unbalanced force act on the object for 10 seconds. Suppose the object travels a distance of 200 metres and its final position is (100,0,0)m. Hence, distance travelled is 200m and the objects displacement is 100m. Its average speed is (change in distance) / (change in time) = 200/10 = 20m/s. Its average velocity = (change in displacement) / (change in time) = 100/10 = 10m/s.
Speed is a scalar quantity (it has magnitude only). Velocity is a vector quantity (it has magnitude and direction).
Acceleration is properly defined as being the rate of change of velocity with time. Acceleration is a vector quantity.
Suppose an object travels for 10s in a circular path at a constant speed of 15m/s. If acceleration was defined as (change in speed) / (change in time) then the acceleration of this object would be zero. This cannot be correct. An object travelling in a circle is being acted upon by an unbalanced force (otherwise it must be stationary or travelling in a staight line at constant speed according to Newton's First Law of Motion). If the inertial mass of the object is m and its mass remains constant then the force acting on the object = mass x acceleration. Hence, it must be accelerating. As it moves in a circle its velocity keeps changing with time. Hence, again it must be accelerating.
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