I want to help Physics education. What should I do?

[TensorCalculus]

Okay, so this is something I have been thinking about for a long time, because it's something I am passionate about and something that has personally affected me - and that's the generally negative attitude that people take towards physics.
I think it's fair to say that the secondary (Middle+ High) school that I go to is one of the most elite in the country - yet I am yet to see another person with a passion for physics. There are countless who have dedicated their life to Chemistry, Computer Science, Maths, Biology... pushing boundaries and achieving genius level things in those subjects - being the best in the country, then pushing for best in the world. And they all have their own communities: groups of people who work together and talk to each other, share their passion.

I am yet to see anything like this for Physics. Our school physics club is just barely running with less than 10 people every week, and I don't know anyone in my year or the year above who even likes physics: let alone has a passion for it and wants to pursue it beyond the curriculum. I've probably whined about this in some sort of thread before: how every time I try to talk to someone about physics, or some new "cool thing" I've learnt, I almost always get shut down with a "Is it going to be on the physics GCSE? If not, I don't care."

This seems to change when the students enter A-Levels. There's a handful of students that end up going and doing physics at university every year. Not many, but they do exist. Quoting a sixth former: "Yeah, people actually start to like physics in Year 12. They take the A-Level simply because they need it for whatever other University course they wanted to do, thinking it's going to be as boring as the GCSE, but then end up liking it a lot more than they expected." So maybe it is possible the mindsets of students can be changed.

What I want to do is help physics education. @kuruman recently shared with me a really nice insight that taught me that maybe changing the attitudes of students who have already formed an opinion of the subject... who have already decided if they "want to learn" or not... might be difficult, if possible. And that maybe, the dislike of physics comes from the fact that the thinking you need to do - the idea that you need to model physical systems with maths is unnatural. But what about younger kids? What about before they are exposed to the subject, before they're forced to turn the mathematical crank through countless hours of physics lessons in secondary school, you try and expose them to the wonders of physics - help them see the beauty in the subject?

For me, my love of physics came from initially loving space - my dad is a huge astrophysics nerd and he's been exposing me to the wonders that are space my whole life: ever since I was very young I would go and help him out with his astrophotography in the back garden, and every day after dinner we would watch kurzgesagt or Veritasium. Sure, I didn't understand it half the time, but when I did? It was wonderful. We went to Florida: not for the disneyland, but for the Kennedy Space center. Everything around me gave me an awe for space, and then that desire to understand what was going on ended up in a love for physics.

So I think you can understand why, every time someone tells me that all physics is a ton of useless equations, or every time I remember that no one I know in real life will share my passion for physics, my heart breaks a bit. I want to tell them: no, it's not about just "useless" equations, it's not about knowing that V=IR or about the acceleration of a falling ball, it's so, so much more. But of course, they never listen. Even the nerds. Before people get this idea ingrained into their brains, before they're chucked into physics classes calculating velocities and wondering why we do any of it, I want to show them what my dad showed me: the wonder and the beauty of physics. Maybe this would be by running clubs for younger students, with experiences that could help them see what physics is about and maybe convince them to be more amiable to the subject in the future.

Unfortunately, I'm a 13 (very nearly 14) year old, and my only experience with organising things is organising Hackathons and Debate contests. And my own physics is not that good: 1st-2nd year Undergrad based on the topic, and that's being optimistic. So my questions: is this feasible? Is this a good idea? How would I go about implementing my ideas?

Sorry, I've just realised how long this is... and it was a pretty simple question. Apologies for my roundabout phrasing of the question: but I hope you see my passion for this in the mini essay I've written :)

 

[kuruman]

Unfortunately, I'm a 13 (very nearly 14) year old . . .

That is not unfortunate, think of all the years that you have ahead of you to work towards your goals. Keep focused and don't let those who don't share them distract you. Don't be impatient but understand that it's not going to happen overnight. You cannot learn everything all at once. Learning is a lifelong process. Be persistent and, did I say stay focused? If you wish to help physics education, then you first need to educate yourself in Physics. It will take time and when you have all the degrees you think are pertinent, you will have the knowledge but not the experience.

It is said that one does not really learns physics until one teaches physics. I can attest that this is absolutely true. You need to fight the good battle in the trenches and see for yourself what needs to be done. In a classroom there are three kinds of students, those who are interested and willing to learn and will end up learning no matter how well or badly they are taught. Then there are those who don't give a #%&@ and are in your classroom for reasons other than learning. They will not learn no matter how good their teacher is. One of the first pronouncements I used to make in a new class was "Don't expect me to crack your skull open and stuff it with knowledge. It's not gonna happen." The battle is for the middle, those who want to learn and make something of themselves but they perceive barriers that stand in their way. Identifying and bringing down such barriers is the good teacher's task.

(Edited for readability)

 

[TensorCalculus]

That is not unfortunate, think of all the years that you have ahead of you to work towards your goals. Keep focused and don't let those who don't share them distract you. Don't be impatient but understand that it's not going to happen overnight. You cannot learn everything all at once. Learning is a lifelong process. Be persistent and, did I say stay focused? If you wish to help physics education, then you first need to educate yourself in Physics. It will take time and when you have all the degrees you think are pertinent, you will have the knowledge but not the experience.

Fair enough. I guess the unfortunate bit comes with the fact that I do have that journey ahead of me and there are so many things that I want to do but I am not good enough at physics, nor do I have the life experience to do them: I am, admittedly, quite impatient, and I will try to fix that...

Honestly, despite being a bit gutted, that's the answer I was expecting: that in order to help physics education, I'm going to have to wait - educate myself first and then come back. And then, of course, there's this:
It is said that one does not really learns physics until one teaches physics. I can attest that this is absolutely true. You need to fight the good battle in the trenches and see for yourself what needs to be done. In a classroom there are three kinds of students, those who are interested and willing to learn and will end up learning no matter how well or badly they are taught. Then there are those who don't give a #%&@ and are in your classroom for reasons other than learning. They will not learn no matter how good their teacher is. One of the first pronouncements I used to make in a new class was "Don't expect me to crack your skull open and stuff it with knowledge. It's not gonna happen." The battle is for the middle, those who want to learn and make something of themselves but they perceive barriers that stand in their way. Identifying and bringing down such barriers is the good teacher's task.

(Edited for readability)
Last edited: Today, 5:10 AM

That is not unfortunate, think of all the years that you have ahead of you to work towards your goals. Keep focused and don't let those who don't share them distract you. Don't be impatient but understand that it's not going to happen overnight. You cannot learn everything all at once. Learning is a lifelong process. Be persistent and, did I say stay focused? If you wish to help physics education, then you first need to educate yourself in Physics. It will take time and when you have all the degrees you think are pertinent, you will have the knowledge but not the experience.

Fair enough. I guess the unfortunate bit comes with the fact that I do have that journey ahead of me and there are so many things that I want to do but I am not good enough at physics, nor do I have the life experience to do them: I am, admittedly, quite impatient, and I will try to fix that...

Honestly, despite being a bit gutted, that's the answer I was expecting: that in order to help physics education, I'm going to have to wait - educate myself first and then come back. And then, of course, there's this:

It is said that one does not really learns physics until one teaches physics. I can attest that this is absolutely true. You need to fight the good battle in the trenches and see for yourself what needs to be done. In a classroom there are three kinds of students, those who are interested and willing to learn and will end up learning no matter how well or badly they are taught. Then there are those who don't give a #%&@ and are in your classroom for reasons other than learning. They will not learn no matter how good their teacher is. One of the first pronouncements I used to make in a new class was "Don't expect me to crack your skull open and stuff it with knowledge. It's not gonna happen." The battle is for the middle, those who want to learn and make something of themselves but they perceive barriers that stand in their way. Identifying and bringing down such barriers is the good teacher's task.

Well, I guess that it's a good thing that I want to be a physics/astrophysics professor when I grow up (my parents can mourn the fact that I don't want to be a doctor all they want: it's not happening).
This advice makes sense: and I'm fortunate to be able to get help from experienced people like you. I'll take your advice and wait till I'm older - with more knowledge and more experience - even if it hurts to know that I can't help immediately :D

Thank you!

 

[kuruman]

I am, admittedly, quite impatient, and I will try to fix that...

More than 20 years ago I attended a non-technical talk by John Archibald Wheeler which was addressed to the students at the my university and dealt with the role of science in society. He ended his talk with "Do what you can, with what you have, where you are" which he said twice. It stayed with me since then.

(my parents can mourn the fact that I don't want to be a doctor all they want: it's not happening).

Don't let them mourn. Convince them that you will be a better professional at doing what you like best than at doing what they like best. I will tell you a story that happened about 30 years ago and has stuck in my mind since then.

One of my students in my introductory class came to me and asked me what he must do in order to perform better in the course. After the usual suggestions, I tried to gauge his motivation by asking why he was in my class. He said that physics is a prerequisite for medical school and he had to take it. I probed his motivation a bit more by neutrally remarking that medical school is a long haul that requires persistence and determination. That made it all come out.

He told me that his father is a physician, his mother is a physician, his older sister is a physician and that he is expected to follow in their path. His parents first sent him to a small private New England college where he didn't do well. They thought he might do better at a large public New England University and sent him there, but he was completely lost among thousands of undergraduates. So they sent him to a middle-sized New England university university where he took my course. It became obvious to me that this student was unable to thrive because he didn't want to thrive.

So I asked him my standard question to all rudderless students, "Suppose you graduate from here. What do you see yourself doing two years after graduation? Is it medical school?"
"No, my parents want me to be in medical school. I want to be a musician."

That's when the bits and pieces in this sad story came together for me. This student could not stand up to his parents and tell them directly to their faces that he would be happier as a musician than a physician. So he chose to tell them indirectly by failing at his courses everywhere they sent him. I said as much to him and indicated to him that, in all fairness, his parents need to be told in no uncertain terms what's on his mind.

That was the end of our conversation. This student dropped out of my class a week or two later and I never heard from him again. I hope he is a successful musician out there, somewhere.

 

[TensorCalculus]

More than 20 years ago I attended a non-technical talk by John Archibald Wheeler which was addressed to the students at the my university and dealt with the role of science in society. He ended his talk with "Do what you can, with what you have, where you are" which he said twice. It stayed with me since then.

It's good advice. It's just that I'm so impatient: I want to do things, try to do things, that I can't given my level of experience and knowledge... and I need to fix that.

Don't let them mourn. Convince them that you will be a better professional at doing what you like best than at doing what they like best. I will tell you a story that happened about 30 years ago and has stuck in my mind since then.

One of my students in my introductory class came to me and asked me what he must do in order to perform better in the course. After the usual suggestions, I tried to gauge his motivation by asking why he was in my class. He said that physics is a prerequisite for medical school and he had to take it. I probed his motivation a bit more by neutrally remarking that medical school is a long haul that requires persistence and determination. That made it all come out.

He told me that his father is a physician, his mother is a physician, his older sister is a physician and that he is expected to follow in their path. His parents first sent him to a small private New England college where he didn't do well. They thought he might do better at a large public New England University and sent him there, but he was completely lost among thousands of undergraduates. So they sent him to a middle-sized New England university university where he took my course. It became obvious to me that this student was unable to thrive because he didn't want to thrive.

So I asked him my standard question to all rudderless students, "Suppose you graduate from here. What do you see yourself doing two years after graduation? Is it medical school?"
"No, my parents want me to be in medical school. I want to be a musician."

That's when the bits and pieces in this sad story came together for me. This student could not stand up to his parents and tell them directly to their faces that he would be happier as a musician than a physician. So he chose to tell them indirectly by failing at his courses everywhere they sent him. I said as much to him and indicated to him that, in all fairness, his parents need to be told in no uncertain terms what's on his mind.

That was the end of our conversation. This student dropped out of my class a week or two later and I never heard from him again. I hope he is a successful musician out there, somewhere.

Hah - I have a similar problem to that student. I don't have the courage to directly tell them that there is no way I will be a doctor: but I've been pretty obviously implying that physics is my passion - not through failing Biology or Chemistry but just by working really hard at what I love, physics. It's ironic that the person who wants me to be a doctor the most, my dad, is the one who gave me my love for physics in the first place.

It surprises me that the student let themselves follow their parents path for so long - all the way into University. I would have assumed that by then, they would have come clean to their parents: that the fear of their parents would be shadowed by the fear of their entire life taking a course that they found unfavourable.
But also - it's pretty courageous for the student to go and fail all of their courses. I don't think I would have the will to do that - I would work until my scores were good, because I would be scared of what would happen if they weren't.

In my case, my hands are partially tied with the guilt that my parents gave everything for me to go to the best secondary school I could possibly have gone to: and I'm going there and not even aiming to pursue a high-paying job (at least, not so high paying that it makes all their efforts worth it): I could be a doctor (what they wanted me to be) if I tried, or even just something high paying like a lawyer or a banker, but I decide not to and instead pursue my dream of being a physics/astrophysics professor knowing full well that it's not the most money I could make, or the most difference to the world I could make, or the best way to give back to my family for all they've done for me. I have every privilege, I'm a stone's throw from some of the best Universities in the world, I every opportunity that they never had growing up in less priveliged environments, and I ignore them in favour of doing what I love.
In that way, my choice to pursue physics is undeniably extremely selfish...

Luckily for them, I have a younger sister, who's much more amiable to the doctor path.

 

[symbolipoint]

Fair enough. I guess the unfortunate bit comes with the fact that I do have that journey ahead of me and there are so many things that I want to do but I am not good enough at physics, nor do I have the life experience to do them: I am, admittedly, quite impatient, and I will try to fix that...

You are too young to determinably be "not good enough at physics". Too much can change in the next 3 or 4 years.

 

[TensorCalculus]

You are too young to determinably be "not good enough at physics". Too much can change in the next 3 or 4 years.

With all the exams etc that are going to fill my life in the next couple years, I only see myself getting worse...
Let me rephrase it then, "not good enough at physics in the current moment".
It's true: I'm still learning

 

[symbolipoint]

hat was the end of our conversation. This student dropped out of my class a week or two later and I never heard from him again. I hope he is a successful musician out there, somewhere.

Wishful thinking on its own does not ensure success. Parents expecting "Medical School,... Physician" are too narrow and so narrow that what they expect is not practical. Such/some parents push the kids for "Medical School" because such graduates are then thought to be successful. What the parents should want is really their kids learn something practical and useful or important: Emergency services, Microbiology, Engineering, Computer Science, various language services; or other things.

 

[TensorCalculus]

Wishful thinking on its own does not ensure success. Parents expecting "Medical School,... Physician" are too narrow and so narrow that what they expect is not practical. Such/some parents push the kids for "Medical School" because such graduates are then thought to be successful. What the parents should want is really their kids learn something practical and useful or important: Emergency services, Microbiology, Engineering, Computer Science, various language services; or other things.

My parents think I should do medical precisely because they think it is important: you're curing people of illnesses and helping save lives. And then of course it's also a win in the success and money area... so it makes sense in a way...

 

[symbolipoint]

So I think you can understand why, every time someone tells me that all physics is a ton of useless equations, or every time I remember that no one I know in real life will share my passion for physics, my heart breaks a bit. I want to tell them: no, it's not about just "useless" equations, it's not about knowing that V=IR or about the acceleration of a falling ball, it's so, so much more. But of course, they never listen. Even the nerds. Before people get this idea ingrained into their brains, before they're chucked into physics classes calculating velocities and wondering why we do any of it, I want to show them what my dad showed me: the wonder and the beauty of physics. Maybe this would be by running clubs for younger students, with experiences that could help them see what physics is about and maybe convince them to be more amiable to the subject in the future.

Unfortunately, I'm a 13 (very nearly 14) year old, and my only experience with organising things is organising Hackathons and Debate contests. And my own physics is not that good: 1st-2nd year Undergrad based on the topic, and that's being optimistic. So my questions: is this feasible? Is this a good idea? How would I go about implementing my ideas?

Your undergraduate major field SHOULD BE PHYSICS.

You need as much Mathematics courses as you can handle from now until admission to a college or university. You want some other courses (sciences and technologies) which may support some applications for whatever Mathematics you learn/are learning.

 

[symbolipoint]

(Moderation may be needed for this posting)

@TensorCalculus, here's a thought:

Regardless of what your parents expect regarding your becoming a Physician (including by necessity graduating from Medical School), you very very very most certainly will not be accepted into Medical School. NOW WHAT?

EDIT, ADDITION: Reason for suggesting you "will not be accepted into Medical School", is NOT that you would truthfully not be accepted, but that the chances are low to be accepted. This is not either any reason to cease attempts to prepare oneself for medical school. Just be aware that admission into Medical Schools is very competitive; too many other students are also applying and not enough slots for all of them. The "NOW WHAT" part is a prompting to make other plans for finding success at something, even if it is not as a Medical School student progressing into Physician.

 

[TensorCalculus]

Your undergraduate major field SHOULD BE PHYSICS.

You need as much Mathematics courses as you can handle from now until admission to a college or university. You want some other courses (sciences and technologies) which may support some applications for whatever Mathematics you learn/are learning.

Wait - I don't know if I made it clear: by my level being 1st-2nd year Undergrad based on the topic I mean that for some topics in physics, I would be about as good in those topics as someone who's in their 2nd year at Uni, and for other topics in physics I would be as good as your average 1st year. As far as I can tell. Take those estimates with a pinch of salt.

Courses as in... online courses? I can't pick and choose courses for the next couple of years (at least, it's compulsory to do maths, science etc for the next couple years). I know I need to crack down on my maths: I have this bad habit of learning the physics, then learning the maths that I need for said physics later. I've been taking courses on OCW to try and fix that...

(Moderation may be needed for this posting)

@TensorCalculus, here's a thought:

Regardless of what your parents expect regarding your becoming a Physician (including by necessity graduating from Medical School), you very very very most certainly will not be accepted into Medical School. NOW WHAT?

Why not? I have 5 years till University admissions. I haven't even taken my GCSEs yet- and I'm already above average in Chemistry. I don't understand - why is it already set in stone that I most likely won't get into medical school? I think Chemistry and Biology are interesting, my passion just lies in physics. My tone with this isn't confrontational in any way when I say I am genuinely curious as to why there's no way I can get into medical school provided I worked really hard from now on: not that I mind if I have no shot at medical school because I've pretty much made up my mind that I want to do physics.

 

[symbolipoint]

Courses as in... online courses?

NO.. No! I really do not mean "online courses". I do mean real courses in classrooms, physical classrooms.

 

[TensorCalculus]

NO.. No! I really do not mean "online courses". I do mean real courses in classrooms, physical classrooms.

How do I sign up for maths courses when I'm still in secondary school? I've literally just reached the age where in America you would leave middle school: there's no way I can sign up to physical courses in a physical classroom , at least not for the next year or two. Unless you know of any programmes that would allow me to do so.
All of the courses I take in school I have no choice over. I don't have any choice in what Mtahs and Scinece courses I take until I'm in year 12 (until I'm 16). I only have power over languages and humanities.

 

[symbolipoint]

Based on post #14,
One might expect that you are currently on-track to continue with "Elementary Algebra", "Geometry-with Proofs", "Intermediate Algebra", and something along the lines of "Mathematical Analysis" or Pre-Calculus. Your local institutions would have their own curriculums and nomenclature* .

*I'm just trying to be efficient here.

 

[TensorCalculus]

Based on post #14,
One might expect that you are currently on-track to continue with "Elementary Algebra", "Geometry-with Proofs", "Intermediate Algebra", and something along the lines of "Mathematical Analysis" or Pre-Calculus. Your local institutions would have their own curriculums and nomenclature* .

*I'm just trying to be efficient here.

Yes I would assume these are the topics that I will end up covering in the next few years (it is compulsory for us to take GSCE maths and very very very highly recommended to take GCSE further maths as well - these are the only "courses" which I'm taking for the next two years, in person anyway)

 

[kuruman]

In my case, my hands are partially tied with the guilt that my parents gave everything for me to go to the best secondary school I could possibly have gone to . . .

And why did they do that? So that you become a doctor or so that you be best equipped to succeed in your life? There should be no guilt there. Your future is what you make of it, not something that Express your gratitude to your parents for what they have done so far for you and your hope that you will be able to count on them to be supportive in the years to come until you are able to stand solidly on your own two feet. As I already said, convey to them that your passion is pursuing a career in physics and that you are more likely to succeed doing something that you feel passionate about as opposed to something leaves you cold. While you are it, remind them that both Medicine and Physics are areas in which Nobel prizes are awarded.

My parents think I should do medical precisely because they think it is important: you're curing people of illnesses and helping save lives. And then of course it's also a win in the success and money area... so it makes sense in a way...

It is undeniably true that a physician who diagnoses a cancer and proceeds to cure it has saved a life. However, who is responsible for laying down the basic principles and developing the technology that physicians use routinely for their diagnoses? Shown below¹ is a timeline of developments in the 20th century. More is going on as we speak.

---

¹ Taken from M. Strikman, K. Spartalian and M.W. Cole, Applications of Modern Physics in Medicine, Princeton University Press 2015.

 

[TensorCalculus]

And why did they do that? So that you become a doctor or so that you be best equipped to succeed in your life? There should be no guilt there. Your future is what you make of it, not something that Express your gratitude to your parents for what they have done so far for you and your hope that you will be able to count on them to be supportive in the years to come until you are able to stand solidly on your own two feet. As I already said, convey to them that your passion is pursuing a career in physics and that you are more likely to succeed doing something that you feel passionate about as opposed to something leaves you cold. While you are it, remind them that both Medicine and Physics are areas in which Nobel prizes are awarded.

I don't know why they did that. They're still hoping I will "come to my senses", and I guess they already know that I like biochem enough that I wouldn't actively hate the job. And they think it will give me a more fulfilling life, saving lives and all.
But what you say about my future being what I make of it... I see what you mean and I think I agree. But then you're right in the sense that logically that should mean I shouldn't feel guilty. I don't know... I think I will need to give it some more thought.

As for a Nobel Prize in Physics, even if I continue to dedicate my whole life to the subject I can imagine my chances are very, very slim at best.

It is undeniably true that a physician who diagnoses a cancer and proceeds to cure it has saved a life. However, who is responsible for laying down the basic principles and developing the technology that physicians use routinely for their diagnoses? Shown below1 is a timeline of developments in the 20th century. More is going on as we speak.

---

1 Taken from M. Strikman, K. Spartalian and M.W. Cole, Applications of Modern Physics in Medicine, Princeton University Press 2015.

...
I... never thought about that.
That's a fresh perspective and one that personally I'm quite amiable to :D

 

[symbolipoint]

I... never thought about that.
That's a fresh perspective and one that personally I'm quite amiable to :D

Good. Some opportunity to find how to broaden your goals.

 

[kuruman]

I think I will need to give it some more thought.

You got about 10 years to make to make up your mind. I asked Google AI "When does a male human's brain gel?" and here is what it said:

It appears you're using "gel" as a metaphorical term for reaching maturity or completing development.​

Based on current research, the male human brain doesn't fully develop, in terms of reaching complete maturity and efficiency in all areas, until around 25 years of age, or even as late as 30.​

​

Specifically, the prefrontal cortex, responsible for executive functions like decision-making, planning, and impulse control, is one of the last areas to fully mature. While the brain undergoes significant growth and forms numerous neural connections in early childhood, the process of myelination (insulation of nerve fibers for faster transmission) and synaptic pruning (elimination of unused connections for efficiency) continues well into adolescence and early adulthood.​

​

It's important to remember that brain development is a complex and ongoing process influenced by a variety of factors, including genetics, environment, experiences, and lifestyle choices.​

My brain gelled at age 26.

 

[TensorCalculus]

You got about 10 years to make to make up your mind. I asked Google AI "When does a male human's brain gel?" and here is what it said:

It appears you're using "gel" as a metaphorical term for reaching maturity or completing development.​

Based on current research, the male human brain doesn't fully develop, in terms of reaching complete maturity and efficiency in all areas, until around 25 years of age, or even as late as 30.​

​

Specifically, the prefrontal cortex, responsible for executive functions like decision-making, planning, and impulse control, is one of the last areas to fully mature. While the brain undergoes significant growth and forms numerous neural connections in early childhood, the process of myelination (insulation of nerve fibers for faster transmission) and synaptic pruning (elimination of unused connections for efficiency) continues well into adolescence and early adulthood.​

​

It's important to remember that brain development is a complex and ongoing process influenced by a variety of factors, including genetics, environment, experiences, and lifestyle choices.​

My brain gelled at age 26.

That's genuinely comforting to know. Turns out it's a similar age for females.
Maybe I have an excuse for my rubbish decision making skills now
Do you... realise when your brain "gels"? Does something like snap? Do you just kind of... know? How do you know it was 26 for you? Is that when you realised you wanted to do physics? (I thought it was earlier: because you mentioned it was when you first saw those projectile motion equations)

 

[Muu9]

Maybe this would be by running clubs for younger students, with experiences that could help them see what physics is about and maybe convince them to be more amiable to the subject in the future

Which years does your school teach? If It's younger grades, then you could try talking with teachers of the younger grades about coming and doing a presentation/demonstration of physics. Or you could try your hand at making explainer videos on YouTube using Manim or similar. I noticed there's a lack of quantitative astronomy videos on YouTube someone could use for IOAA prep, for example.

Here's a possible source of inspiration: https://breakthroughjuniorchallenge.org/

 

[Muu9]

That's genuinely comforting to know. Turns out it's a similar age for females.
Maybe I have an excuse for my rubbish decision making skills now
Do you... realise when your brain "gels"? Does something like snap? Do you just kind of... know? How do you know it was 26 for you? Is that when you realised you wanted to do physics? (I thought it was earlier: because you mentioned it was when you first saw those projectile motion equations)

No - your brain is always developing and maturing all throughout your life, it's just that most of it is done by the time your get into your mid to late twenties. That's why older people tend to prefer routines, but there's always exceptions. In fact, deliberate changes to an older individual's environment can actually promote neuroplasticity.

 

[TensorCalculus]

Which years does your school teach? If It's younger grades, then you could try talking with teachers of the younger grades about coming and doing a presentation/demonstration of physics. Or you could try your hand at making explainer videos on YouTube using Manim or similar. I noticed there's a lack of quantitative astronomy videos on YouTube someone could use for IOAA prep, for example.

good idea! Our school does teach all ages from 3 to 18... so maybe I can see about trying to do something with the younger kids... even if not leading it myself: helping out or suggesting the teachers do something...
I love Manim! Maybe I should try making videos with it - though I doubt they will be much good. Fun activity nonetheless XD

Here's a possible source of inspiration: https://breakthroughjuniorchallenge.org/

okay this is cool - might do it myself

No - your brain is always developing and maturing all throughout your life, it's just that most of it is done by the time your get into your mid to late twenties. That's why older people tend to prefer routines, but there's always exceptions. In fact, deliberate changes to an older individual's environment can actually promote neuroplasticity.

Wonder what differences in behaviour and attitude come with a fully developed brain.
Interesting...

 

[robphy]

Maybe this would be by running clubs for younger students, with experiences that could help them see what physics is about and maybe convince them to be more amiable to the subject in the future.

Which years does your school teach? If It's younger grades, then you could try talking with teachers of the younger grades about coming and doing a presentation/demonstration of physics. Or you could try your hand at making explainer videos on YouTube using Manim or similar. I noticed there's a lack of quantitative astronomy videos on YouTube someone could use for IOAA prep, for example.

Here's a possible source of inspiration: https://breakthroughjuniorchallenge.org/

In addition, since 2025 is the "International Year of Quantum Science & Technology"

From https://www.unesco.org/en/years/quantum-science-technology ,

To promote global collaboration and address critical challenges in science and technology, the United Nations General Assembly (UNGA) declared 2025 as the International Year of Quantum Science and Technology (IYQ) on 7 June, 2024, under the leadership of UNESCO. This initiative aims to foster international partnerships, with a special focus on building capacity in the Global South, advancing gender equality in STEM fields, and tackling the growing quantum divide. The IYQ highlights the transformative potential of quantum science and its role in shaping a more inclusive and connected world.

Try to find if there is an event near you.... or if there is an event held virtually,
https://quantum2025.org/events/

The mission of the International Year of Quantum Science & Technology (IYQ) is to use the occasion of 100 years of quantum mechanics in 2025 to help raise public awareness of the importance and impact of quantum science and applications on all aspects of life. Anyone, anywhere can participate in IYQ by helping others to learn more about quantum on this centennial occasion or simply taking the time to learn more about it themselves.

Maybe you can make your own event (to target students at your school or maybe nearby schools)
and possibly advertise it.

Here are some events (from a google search and a search above)

• https://www.aps.org/apsnews/2025/04/quantum-science-centennial-art-play
• https://www.quantumscience.at/training/project-quanta-goes-to-school
• https://quantumforall.org/
• https://quantum2025.org/iyq-event/entangle25/
• https://quantum2025.org/iyq-event/q-volution-2025/

 

[Muu9]

You can also tutor students for free at https://schoolhouse.world

 

[TensorCalculus]

In addition, since 2025 is the "International Year of Quantum Science & Technology"


Try to find if there is an event near you.... or if there is an event held virtually,
https://quantum2025.org/events/

Maybe you can make your own event (to target students at your school or maybe nearby schools)
and possibly advertise it.

Here are some events (from a google search and a search above)

• https://www.aps.org/apsnews/2025/04/quantum-science-centennial-art-play
• https://www.quantumscience.at/training/project-quanta-goes-to-school
• https://quantumforall.org/
• https://quantum2025.org/iyq-event/entangle25/
• https://quantum2025.org/iyq-event/q-volution-2025/

Now this is right up my alleyway. Running local events for students is what I do :D
The closest ones are in Oxford and London, none in Cambridge so maybe it is worth trying to run one here.

You can also tutor students for free at https://schoolhouse.world

Oh! So cool! Let me see how easy it is to get certified...

 

[Herman Trivilino]

I think it's fair to say that the secondary (Middle+ High) school that I go to is one of the most elite in the country - yet I am yet to see another person with a passion for physics.

This can be remedied with a skilled or properly-prepared instructor. I don't know if it's you, someone else, or a group of more than one. It starts with professional development. Attend meetings and read journals to learn ways of revamping the introductory course. Your primary goal is of course to get students to learn physics, but to do that you have to pique their interest. And that means changing the way the introductory course is taught.

 

[TensorCalculus]

This can be remedied with a skilled or properly-prepared instructor. I don't know if it's you, someone else, or a group of more than one. It starts with professional development. Attend meetings and read journals to learn ways of revamping the introductory course. Your primary goal is of course to get students to learn physics, but to do that you have to pique their interest. And that means changing the way the introductory course is taught.

Fair - makes logical sense. But I assume that the time to do that will come after I have learnt a lot of physics myself: not now, when I have just barely even started out my journey, right?

 

[Herman Trivilino]

Fair - makes logical sense. But I assume that the time to do that will come after I have learnt a lot of physics myself: not now, when I have just barely even started out my journey,

Choose a college with a physics department that is actively involved in Physics Education Research (PER). Start reading up on contributions made to PER. Read journals like the American Journal of Physics (AJP) and The Physics Teacher (TPT) to learn about the contributions to PER; who's making them and where. This will help you in your selection of, and admission to, colleges.

 

[symbolipoint]

I put an "EDIT; Addition" part into post #11, explaining my pessimistic posting.

 

[robphy]

I think it's fair to say that the secondary (Middle+ High) school that I go to is one of the most elite in the country - yet I am yet to see another person with a passion for physics. There are countless who have dedicated their life to Chemistry, Computer Science, Maths, Biology... pushing boundaries and achieving genius level things in those subjects - being the best in the country, then pushing for best in the world. And they all have their own communities: groups of people who work together and talk to each other, share their passion.

I am yet to see anything like this for Physics. Our school physics club is just barely running with less than 10 people every week, and I don't know anyone in my year or the year above who even likes physics: let alone has a passion for it and wants to pursue it beyond the curriculum. I've probably whined about this in some sort of thread before: how every time I try to talk to someone about physics, or some new "cool thing" I've learnt, I almost always get shut down with a "Is it going to be on the physics GCSE? If not, I don't care."

This seems to change when the students enter A-Levels. There's a handful of students that end up going and doing physics at university every year. Not many, but they do exist. Quoting a sixth former: "Yeah, people actually start to like physics in Year 12. They take the A-Level simply because they need it for whatever other University course they wanted to do, thinking it's going to be as boring as the GCSE, but then end up liking it a lot more than they expected." So maybe it is possible the mindsets of students can be changed.

Have you spoken with the physics teachers at your school?
They may have some insight into some of what you are experiencing in your school.
Do you have friends at other high-schools with a more-active physics community?
Maybe they can offer some further insight.

How organized are the other communities (e.g. Biology and Math) in your school?
Faculty support (for guidance)? School funding (for events)? Alumni support (alumni that return to recruit)?
Nearby university and industrial support (for recruitment, like summer camps and internships)?


Physics delayed until the 12th grade may also contribute to the lack of enthusiasm you see.
https://en.wikipedia.org/wiki/Physics_First is an approach that tries to change this.
I haven't followed this to know how successful it is.


https://www.iop.org/careers-physics/your-future-with-physics
https://www.aps.org/careers/physicist-profiles
https://www.aps.org/careers/options
might be helpful in improving the public perception
of physics and of what physicists and students-with-more-physics-training can do.

https://www.aps.org/initiatives/physics-education/k-12
https://www.nsf.gov/focus-areas/physics/educational-resources
(specialized: https://q12education.org/learning-materials-framework )
might help students learn more about physics before reaching high-school.

 

[Muu9]

Have you spoken with the physics teachers at your school?
They may have some insight into some of what you are experiencing in your school.
Do you have friends at other high-schools with a more-active physics community?
Maybe they can offer some further insight.

How organized are the other communities (e.g. Biology and Math) in your school?
Faculty support (for guidance)? School funding (for events)? Alumni support (alumni that return to recruit)?
Nearby university and industrial support (for recruitment, like summer camps and internships)?


Physics delayed until the 12th grade may also contribute to the lack of enthusiasm you see.
https://en.wikipedia.org/wiki/Physics_First is an approach that tries to change this.
I haven't followed this to know how successful it is.


https://www.iop.org/careers-physics/your-future-with-physics
https://www.aps.org/careers/physicist-profiles
https://www.aps.org/careers/options
might be helpful in improving the public perception
of physics and of what physicists and students-with-more-physics-training can do.

https://www.aps.org/initiatives/physics-education/k-12
https://www.nsf.gov/focus-areas/physics/educational-resources
(specialized: https://q12education.org/learning-materials-framework )
might help students learn more about physics before reaching high-school.

In the UK, where OP is, all sciences are learned in 9th and 10th grade. OP's teachers are also test focused.

 

[TensorCalculus]

Choose a college with a physics department that is actively involved in Physics Education Research (PER). Start reading up on contributions made to PER. Read journals like the American Journal of Physics (AJP) and The Physics Teacher (TPT) to learn about the contributions to PER; who's making them and where. This will help you in your selection of, and admission to, colleges.

Oh. That makes sense. Sure, I will! Thank you for the advice.

Have you spoken with the physics teachers at your school?
They may have some insight into some of what you are experiencing in your school.
Do you have friends at other high-schools with a more-active physics community?
Maybe they can offer some further insight.

I spoke to my teacher a couple months ago - she basically said she didn't really know. I have a different teacher next year though: maybe he will offer some insight.

As for other schools... as far as I can tell from asking friends who go to those schools... they all experience the same problem: a lack in enthusiasm for physics. From what they tell me, "everyone hates physics". I genuinely don't think there are any other schools in the area with a more active physics community...

How organized are the other communities (e.g. Biology and Math) in your school?
Faculty support (for guidance)? School funding (for events)? Alumni support (alumni that return to recruit)?
Nearby university and industrial support (for recruitment, like summer camps and internships)?

Take the example of maths, which our school is BIG on:
-> Multiple clubs for different ages, some which teach Olympiad maths (and are lead by a teacher who has marked the IMO before) and some which are for students and teachers to give talks on niche/specific maths things which interest them. These clubs are really popular, to the point where toher clubs try not to run on the same day as maths club because they know lots of people will be in maths club.
-> Every student in our school has to take the UK Maths Olympiad that's made for their age (e.g. Year 7 and Year 8 will take the Junior Maths Challenge) and top set have to take the level for the age bracket above as well
-> Funding for maths-based events, such as funding for maths teams to go and compete (and often win - because kids are keen about maths) national maths competitons
-> Maths surgery for kids who struggle so that they can improve at their maths
-> Multiple opportunities to participate in Olympiads/Competitons even if you're not yet at the age where said Olympiad would be taken, no matter your skill level
->Occassionally external lectures (usually from Cambridge University) coming in to talk about maths

Biology and Chemistry have less than this, but nonetheless much more support than physics. They look something like this:
-> 3 general clubs, one for Y7 and Y8, one for Y9, Y10 and Y11, and one for Y12 and Y13. All the clubs would have staff running them, and enough students to fill the lab. Usually they do practicals - for biology this is usually some kind of dissection. And if not a practical, then it's a student giving some sort of talk about some area they're passionate about.
-> more specific clubs, such as Vetinary society, Medical Society, and NeuroSoc each with their own staff and student base
-> Olympiad opportunities at least 4-5 times a year, for the whole school
-> Particularly for Medical, guest speakers and experienced professionals to come in and give lectures.
-> Biology/Chemistry surgery to help kids who struggle with the subject to get their grades up

Physics looks like this:
-> One club, with no staff, run by two sixth formers (only one of which who actually shows up) are sort of just doing it just so that they can put "I ran physics club" on their CV. Maybe 2-5 attendees per week (one of which is always me) - give or take.
-> Physics surgery to help kids who are struggling. General rule of thumb is that <40% on your physics test and you get sent by your teacher to surgery. This one is packed.
-> Opportunity to do the physics challenge/Olympiad for your age group - maybe. And if you want to do one for the age older than you, you have to ask really, really nicely. And then prove that you will actually do somewhat well and aren't just claiming you can do a physics olympiad for people older than you.

Physics delayed until the 12th grade may also contribute to the lack of enthusiasm you see.
https://en.wikipedia.org/wiki/Physics_First is an approach that tries to change this.
I haven't followed this to know how successful it is.

Not here: in Britian you have to learn it in Y10 and Y11 (so grade 9 and 10) and for most schools (like ours) physics education starts from Year 7 (grade 6).

https://www.aps.org/initiatives/physics-education/k-12
https://www.nsf.gov/focus-areas/physics/educational-resources
(specialized: https://q12education.org/learning-materials-framework )
might help students learn more about physics before reaching high-school.

Ah potentially! Looks cool - I will look into it when my Internet is less... weird.

In the UK, where OP is, all sciences are learned in 9th and 10th grade. OP's teachers are also test focused.

Exactly.

My last physics teacher encouraged me not to study physics in my own time lest I ruin my GCSE grades by studying too far ahead...
The one I have next year is less test- focused: I've had him teach me before and he's a bit more open to me studying ahead and was happy to answer my questions. Maybe I'll have a bit more luck there.

 

[Herman Trivilino]

I spoke to my teacher a couple months ago - she basically said she didn't really know.

To me, that speaks volumes about why the physics program lacks vigor at your school.

Why wait until next year to speak to your next year's teacher? Go ask now. Teachers are almost always willing to speak to students; prospective students, current students, and past students. If not, again there is something very wrong, something that to me explains why the physics program at your school lacks vigor.

The Latin root of the word teach means to lead. Teachers must lead their students. There's an old saying that dates back, I think, to the American civil war in the 1860's. Reporters were asking a general why so many union officers, particularly generals, were being killed by leading charges against the enemy. The response was, "you can't push a string".

Good teachers lead their students towards where they want them to go, they can't push the students there!

 

[Muu9]

I genuinely don't think there are any other schools in the area with a more active physics community...

What about Hills Road or Cambridge Maths School? Maybe the students in Oxford COMPOS and quantum club, although I don't know how difficult it would be to connect with them given the safeguarding measures in place.

 

[Muu9]

Thestudentroom is a popular UK site - maybe there are people passionate about physics there?

 

[TensorCalculus]

To me, that speaks volumes about why the physics program lacks vigor at your school.

Why wait until next year to speak to your next year's teacher? Go ask now. Teachers are almost always willing to speak to students; prospective students, current students, and past students. If not, again there is something very wrong, something that to me explains why the physics program at your school lacks vigor.

The Latin root of the word teach means to lead. Teachers must lead their students. There's an old saying that dates back, I think, to the American civil war in the 1860's. Reporters were asking a general why so many union officers, particularly generals, were being killed by leading charges against the enemy. The response was, "you can't push a string".

Good teachers lead their students towards where they want them to go, they can't push the students there!

It's the middle of the summer holidays: I doubt he would be checking his emails, no? But you are right - I've just realised that the fact that my teacher basically responded with "I don't know" does actually say a lot.
Ah - it is true that you can only lead students to where they want to go. Would be much easier if they could push them .

What about Hills Road or Cambridge Maths School? Maybe the students in Oxford COMPOS and quantum club, although I don't know how difficult it would be to connect with them given the safeguarding measures in place.

Hills road even less so than here
CMS... I don't know. Potentially. But they are generally more into maths there than anything else. COMPOS and quantum club are places where I would indeed find a handful of people who like physics (even if they're a bit older than me) - good idea!

Thestudentroom is a popular UK site - maybe there are people passionate about physics there?

Hmm maybe: though from my experience it's more just people wanting to not fail their exam than people who actually care about the subject.

 

[Muu9]

Hills road even less so than here

But Hills is much bigger, so even if it's rarer, there should still be some regular attendance at the physics society, no?
Maybe a GYG thread could help you find others interested in your physics activities?
There's also the physics olympiad discord server, although it's not UK specific

 

[Herman Trivilino]

Start reading up on contributions made to PER. Read journals like the American Journal of Physics (AJP) and The Physics Teacher (TPT) to learn about the contributions to PER; who's making them and where. This will help you in your selection of, and admission to, colleges.

@TensorCalculus I didn't think about you being on the other side of the pond. I'm sure there are journals there dedicated to PER, or at least to physics teaching. And by physics teaching I'm referring to all grade levels, including university level.

As you read you'll encounter references to other articles that you'll hopefully be chasing down, and those in turn will lead to others. It'll feel at first like you're climbing a tree that forever keeps branching out. But it won't take long for you to start recognizing references that you've read before, and things quickly smooth out. This is true any time you start researching a new field.

 

[TensorCalculus]

But Hills is much bigger, so even if it's rarer, there should still be some regular attendance at the physics society, no?
Maybe a GYG thread could help you find others interested in your physics activities?
There's also the physics olympiad discord server, although it's not UK specific

Nope, not really. It's not much bigger (though all the students are the same age) - I haven't heard of a big physics society from the students I know from there.
What's GYG? I don't have (and I think with the new UK law that just came out I won't be able to) discord but I can always try :)

@TensorCalculus I didn't think about you being on the other side of the pond. I'm sure there are journals there dedicated to PER, or at least to physics teaching. And by physics teaching I'm referring to all grade levels, including university level.

As you read you'll encounter references to other articles that you'll hopefully be chasing down, and those in turn will lead to others. It'll feel at first like you're climbing a tree that forever keeps branching out. But it won't take long for you to start recognizing references that you've read before, and things quickly smooth out. This is true any time you start researching a new field.

Yes there are: I took a look and there are a lot of things related to physics teaching etc. It's really interesting!
That is exactly how I felt... But I will trust the process and trust that things will smooth out eventually :D

 

[Herman Trivilino]

I took a look and there are a lot of things related to physics teaching etc. It's really interesting!

Look into the work Eric Mazur did at Harvard University. When he started teaching he was taken aback by student course evaluations that revealed how much students hated physics, even though they were successful students. They found the course material tedious and the learning process something they tolerated rather than enjoyed. He set to turning things around and was successful at getting students to experience the joy and satisfaction of learning physics. Among other publications he wrote a book called Peer Instruction and IIRC he tells his story in that book.

 

[symbolipoint]

Post #34, TensorCalculus, you mention a few very very strange things: Maths Surgery, Biology/Chemistry Surgery, Physics Surgery. I may try to re-interpret, but best if YOU explain those "surgeries".

 

[Muu9]

Post #34, TensorCalculus, you mention a few very very strange things: Maths Surgery, Biology/Chemistry Surgery, Physics Surgery. I may try to re-interpret, but best if YOU explain those "surgeries".

My interpretation is that it's intensive tutoring for those struggling

 

[robphy]

Here's a suggestion:

Physics Video viewing sessions.
(Many of these are videos I watched as a student ( high-school, college grad ) in VHS format;
apparently now available on the internet).
Of course, nowadays, there are some great videos by
https://www.youtube.com/c/3blue1brown
https://www.youtube.com/veritasium
and others.


Powers of Ten™ (1977)
Flatland 1965 ( see Amazon Flatland: A Romance of Many Dimensions by Edwin A. Abbott )
"The Hypercube: Projections and Slicing" 1978 Award-winning computer animation (Thomas Banchoff)


FEYNMAN: THE PLEASURE OF FINDING THINGS OUT (1981)
see Amazon The Pleasure of Finding Things Out: The Best Short Works of Richard P. Feynman


https://www.feynmanlectures.caltech.edu/messenger.html
Cornell Messenger Lectures (1964) "The Character of Physical Law"
( 7 videos:
The Law of Gravitation: an example of physical law
The Relation of Mathematics and Physics
The Great Conservation Principles
Symmetry in Physical Law
The Distinction of Past and Future
Probability and Uncertainty: the quantum mechanical view of nature
Seeking New Laws
)
see Amazon The Character of Physical Law
see also https://www.feynmanlectures.caltech.edu/recordings.html
(online text at https://www.feynmanlectures.caltech.edu/ )


https://feynman.com/science/qed-lectures-in-new-zealand/
The Douglas Robb Memorial Lectures (1979)
QED: Photons-Corpuscles of Light (Richard Feynman 1/ 4)
QED: Fits of Reflection and Transmission: Quantum Behaviour (Richard Feynman 2/4)
QED: Electrons and their Interactions (Richard Feynman 3/4)
QED: New Queries (Richard Feynman 4/4)
see on Amazon QED: The Strange Theory of Light and Matter (Princeton Science Library)


(1986) The reason for antiparticles - Richard P. Feynman
see on Amazon Elementary Particles and the Laws of Physics (has images from the slides)

https://iucat.iu.edu/iub/5327621
(1983) Richard Feynman the quantum mechanical view of reality
Richard Feynman: Quantum Mechanical View of Reality 1
Richard Feynman: Quantum Mechanical View of Reality 2
Richard Feynman: Quantum Mechanical View of Reality 3
Richard Feynman: Quantum Mechanical View of Reality 4


(1975) Dirac lecture 1 of 4 - Quantum Mechanics - very clean audio
(1975) Dirac lecture 2 of 4 - Quantum Electrodynamics - very clean audio
(1975) Dirac lecture 3 of 4 - Magnetic Monopoles - very clean audio
(1975) Dirac lecture 4 of 4 - Does 'G' vary? (Large Numbers Hypothesis) - very clean audio.
see Amazon Directions in physics: Lectures delivered during a visit to Australia and New Zealand August/September 1975


Einstein's Universe (1979) - narrated and hosted by Peter Ustinov (with John Wheeler, Roger Penrose, and others)
[this video and the accompanying book by Nigel Calder inspired me to pursue research in relativity]

 

[TensorCalculus]

Look into the work Eric Mazur did at Harvard University. When he started teaching he was taken aback by student course evaluations that revealed how much students hated physics, even though they were successful students. They found the course material tedious and the learning process something they tolerated rather than enjoyed. He set to turning things around and was successful at getting students to experience the joy and satisfaction of learning physics. Among other publications he wrote a book called Peer Instruction and IIRC he tells his story in that book.

Done - I've got a handful of PDFs downloaded and I'll look at them today
I'll see if I can get my hands on that book...

Post #34, TensorCalculus, you mention a few very very strange things: Maths Surgery, Biology/Chemistry Surgery, Physics Surgery. I may try to re-interpret, but best if YOU explain those "surgeries".

The surgeries, to my understanding, are there to help out those who are struggling - there is one for GCSE and one for A Level.
Either you think you are struggling and go there of your own accord, or you get a bad test score and your teacher sends you there. And then from what I've heard, you essentially get a teacher to come and help you review what went wrong and give you extra support to help you to catch up with what you're struggling with.
Physics surgery is from what I've heard... almost always oversubscribed.

Physics Video viewing sessions.
(Many of these are videos I watched as a student ( high-school, college grad ) in VHS format;
apparently now available on the internet).
Of course, nowadays, there are some great videos by
https://www.youtube.com/c/3blue1brown
https://www.youtube.com/veritasium
and others.

I love 3b1b and Veritasium! I think that for most kids in the earlier year groups (Grades 6-9) 3b1b might be a bit too mathematically intensive, but some of Veritasium's videos might be cool!
The main thing is getting people to actually want to spend their lunchtimes coming to these viewing sessions...

Powers of Ten™ (1977)
Flatland 1965 ( see Amazon Flatland: A Romance of Many Dimensions by Edwin A. Abbott )
"The Hypercube: Projections and Slicing" 1978 Award-winning computer animation (Thomas Banchoff)

Ah - they show this to all of the grade 7s when they are learning about space for the first time. Leaves quite a few people shocked.
"Wait, I thought there was only one galaxy, like the galaxy is bigger than the universe?! Are there actually tons of galaxies?!"
"What do you mean there are other solar systems?"
"Wait - the universe is so... big"
"Uhh that's wrong, where are the electrons that are orbiting the nucleus"
etc. etc.
It does share a lot of insight.

FEYNMAN: THE PLEASURE OF FINDING THINGS OUT (1981)
see Amazon The Pleasure of Finding Things Out: The Best Short Works of Richard P. Feynman

Huh?! There's a video?! I love that book!
I actually have a lot of faith in this video that it might be able to convince people that there is something in physics worth studying. But no one would come to watch it in lunchtimes: it would have to be screened in class.

https://www.feynmanlectures.caltech.edu/messenger.html
Cornell Messenger Lectures (1964) "The Character of Physical Law"
( 7 videos:
The Law of Gravitation: an example of physical law
The Relation of Mathematics and Physics
The Great Conservation Principles
Symmetry in Physical Law
The Distinction of Past and Future
Probability and Uncertainty: the quantum mechanical view of nature
Seeking New Laws
)
see Amazon The Character of Physical Law
see also https://www.feynmanlectures.caltech.edu/recordings.html
(online text at https://www.feynmanlectures.caltech.edu/ )


https://feynman.com/science/qed-lectures-in-new-zealand/
The Douglas Robb Memorial Lectures (1979)
QED: Photons-Corpuscles of Light (Richard Feynman 1/ 4)
QED: Fits of Reflection and Transmission: Quantum Behaviour (Richard Feynman 2/4)
QED: Electrons and their Interactions (Richard Feynman 3/4)
QED: New Queries (Richard Feynman 4/4)
see on Amazon QED: The Strange Theory of Light and Matter (Princeton Science Library)


(1986) The reason for antiparticles - Richard P. Feynman
see on Amazon Elementary Particles and the Laws of Physics (has images from the slides)

https://iucat.iu.edu/iub/5327621
(1983) Richard Feynman the quantum mechanical view of reality
Richard Feynman: Quantum Mechanical View of Reality 1
Richard Feynman: Quantum Mechanical View of Reality 2
Richard Feynman: Quantum Mechanical View of Reality 3
Richard Feynman: Quantum Mechanical View of Reality 4


(1975) Dirac lecture 1 of 4 - Quantum Mechanics - very clean audio
(1975) Dirac lecture 2 of 4 - Quantum Electrodynamics - very clean audio
(1975) Dirac lecture 3 of 4 - Magnetic Monopoles - very clean audio
(1975) Dirac lecture 4 of 4 - Does 'G' vary? (Large Numbers Hypothesis) - very clean audio.
see Amazon Directions in physics: Lectures delivered during a visit to Australia and New Zealand August/September 1975


Einstein's Universe (1979) - narrated and hosted by Peter Ustinov (with John Wheeler, Roger Penrose, and others)
[this video and the accompanying book by Nigel Calder inspired me to pursue research in relativity]

***proceeds to make a mental note that she needs to watch these videos herself***
These might be more suitable for older kids: who have the sufficient prerequisite maths knowledge to understand them. Or the maths nerds. Again, they'd probably have to initially be screened during lesson time or I doubt that they would get exposure at first (maybe, if people are curious later, they start lunchtime sessions)

It's a great idea! Since I have... quite a bit... of power over what goes on in our school's physics club, I'll see what I can do about trialling video screenings in the next academic year

 

[Muu9]

though all the students are the same age

So wouldn't that mean more students in A level who could potentially participate?
https://www.hillsroad.ac.uk/latest-news/physics-students-achieve-in-the-british-physics-olympiad
https://www.hillsroad.ac.uk/latest-...cceed-in-joining-international-olympiad-teams
https://www.hillsroad.ac.uk/success-stories/nola-guy
(maybe reach out to talk to these three about their experience at Hills?)
With 595 A level physics students, I'm sure there will at least be a better scene than your current school

 

[TensorCalculus]

So wouldn't that mean more students in A level who could potentially participate?

With 595 A level physics students, I'm sure there will at least be a better scene than your current school

True.

https://www.hillsroad.ac.uk/latest-news/physics-students-achieve-in-the-british-physics-olympiad
https://www.hillsroad.ac.uk/latest-...cceed-in-joining-international-olympiad-teams
https://www.hillsroad.ac.uk/success-stories/nola-guy
(maybe reach out to talk to these three about their experience at Hills?)

Ah: maybe, but are they passionate about physics or just good at it, that's the question.
Some people do really well on physics olympiads but don't even like physics (e.g. one kid from out school who got into R2 of the BPhO but just sort of did it for fun and went to go pursue Medical instead). I mean I am going to go to hills whether they say it is good or bad (provided I get in) and I know a lot of hills students already but I might reach out: let's see

 

[Muu9]

What's GYG?

Basically a study blog people make, often for social accountability purposes
https://www.thestudentroom.co.uk/forumdisplay.php?f=1659