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.