US satellite to monitor debris

US satellite to monitor debris (Click on this link to access the article.)

Source: Straits Times
Date: 4th July 2010

This is a great article to include during the teaching of Gravitation. Students learn about how satellites are launched, and are often taught that they will continue to spiral inward as they lose gravitational potential energy and gain kinetic energy and eventually burn up in atmosphere.

However, in reality, we do leave a lot of debris and trash in space and now we are causing problems for ourselves.

A lesson in National Education perhaps? Though not directly related to Singapore, but relates to character development and the care of the environment, and our responsibility as inhabitants of the earth.

Recommended Textbooks for Advanced Level Physics Part 3 : United Kingdom Text - Advanced Level Physics by Nelkon & Parker

Textbook Reviewed :  Advanced Level Physics (by Nelkon & Parker)


This was the classic text used by most Singapore schools at the time that when I was still a student.  The current edition is much better than the 6th Edition, which I felt the paper was so thin that I was so afraid to tear it.  It is still one of the key British texts that I constantly refer to, maybe I was familiar with the lay out.

What I Particularly Like About The Text:

This is a text particularly suited for the A-level syllabus.  It contains much information especially on experiments that students particularly need for the A-level examination.

I always recommend this as a reading text for my students, as I find it helps the students to hone the way they write  (in a scientific manner).  Language and arguments are done in a formal manner and it does improve the quality the students write.  Since the A-levels are set by UK examiners, it is best to understand what the examiners are saying.  This helps in understanding of the questions set in the A-levels examinations as well.
  
This is also a good text as it covers everything and also beyond the A-level syllabus, which is good as A-levels do expect the student to be informed beyond the syllabus and provides good grounding.  (Btw, the O-level text - "Principle of Physics" is particularly good...helped me score my distinction in Physics when I did my O-level....was utterly grateful for it.)


What I feel needs to be improved:

The same with all other British texts, I hope to see a version of text with :

• more colour
• highlighting of the more important points in boxes esp. the essential definitions and explanations.
• Layout can be more friendly and aesthetically done
• More pictures (hopefully colourful ones)
• Have scaffolding questions before dumping the students with the examination style questions which are nevertheless important.

Recommended Textbooks for Advanced Level Physics Part 2 : United Kingdom Text - Advanced Physics by Tom Duncan

Textbook Reviewed:  Advanced Physics by Tom Duncan

This is another textbook which I commonly refer to when I prepare for lectures and tutorials. 

What I particularly like about the Textbook:

Explanations are very detailed and clear.  Definitions are again very precise.  I also particularly like the detailed descriptions and well-labelled diagrams of the experiments and all essential experiments are given.  The drawings were often traditional clipart drawings which you could easily duplicate for exams using your pencils, unlike the diagrams nowadays in US texts which tend to replace them by real objects and students may not know the skill to draw the schematic diagrams which they need to produce in examinations.

Areas that can be Improved for the textbook:

  I was first exposed to this text when I was an A-level student - this was the other recommended text besides Nelkon and Parker.  However, I found it a little difficult to follow as the concepts and ideas were not introduced in the sequence taught by my lecturers or tutors, this was further complicated by the fact that the tutors did not point out specifically where I could refer to for each chapter of the text.  To give you an example, for the study of thermal physics I had to look at one chapter for the various bonds of the materials to see how they affected specific heat capacity and another chapter for example on gas laws.  Examples in the texts were also too few and so I found it difficult to scaffold  my learning and found it difficult to apply what I have learnt to the questions given for tutorials.  So eventually, I still stuck on to my Nelkon and Parker.  As a teacher, I got around this problem, as I was familiar with the instructional objectives of each topic, so I usually search for the information I need through the glossary, e.g. suppose I was looking for information on Conservation of Energy, I would then go to the glossary and read through all the relevant pages on Conservation of Energy.

 As usual, end of chapter problems were usually UK A-level examination questions,  therefore they pose difficulty to a student new to the topic as there was too great a jump from the concepts to the application of concepts to exam-style question.  It would have been better to have some simpler questions that were first relevant and arranged according to the concepts introduced and then the slightly more difficult ones that were more at the examination level, and then finally the examination style questions.

[Note:  Diagram is taken of http://www.amazon.co.uk/.  In the case that anyone wishes for me to remove it I can easily do so.]

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Recommended Textbooks for Advanced Level Physics Part 1 : United Kingdom Text - Physics by Robert Hutchings

Somehow, after 3 months into the Pre-university Physics course, many students would find themselves struggling in the course and approach the tutors for a recommended text.  We usually make a list of a few texts that we use but till date for the Singapore curriculum, we do not have a single text that can satisfy the needs of the Singapore A-level Physics.  As teachers, we ourselves refer to a few texts.  My suggestion is therefore as such.  Pick a textbook that you find readible....you may want to start off borrowing from the library and use it for a few chapters, see if you find it easy to read and understand. before buying it  Supplement with other textbooks from the library when needed.

In this series I will look at a few textbooks that I use in my teaching and preparation of lecture notes and my comments on them.

Basically, there are two types of textbooks that I use - the British Textbooks for A-levels and the US Textbooks. 

The key strength of the British Textbooks are:

• They are very targeted towards the A-levels.  Afterall, the Singapore A-level Physics students are sitting for the Cambridge paper.
• The language is written in a very British style, which is rather formal and precise.  Reading them helps to hone the skills in writing scientifically in a formal manner.
• The definitions are very precise, much more in my opinion to the US texts.  Therefore, they are the key source when I need to look for definitions to put in my lectures.
• There is great emphasis on the experiments that verifies the laws and concepts.  So detailed descriptions with setups are given.  This is great for design experiment questions when sitting for the examinations.
• Contains end of chapter questions that are from the UK examination board.

The key thing that puts me off is the organisation.  Somehow, it may not be very readible, lines after lines after lines of words which you have to go back many times to understand.  Many books are also monochrome with little diagrams and diagrams that are in black-and-white do not appeal to me.  Questions are usually just examination style questions, they do not scaffold learning and are usually not arranged in a manner which follows the sequence the concepts were introduced.

Book 1: Physics (Bath Advanced Science) by Robert Hutchings

This is the textbook that many Physics tutors would refer to for definitions especially when there are disputes amongst ourselves on how much is needed in the definition.  It can a simple argument as to whether "gravitational field strength can be defined as force on a unit charge", which by the way is not accepted by many tutors - it should be "force per unit charge" which conveys a different meaning.

It is mainly the key text as Hutching has been one of the Chief Examiners for the Cambridge A-level Physics paper that Singapore students have been taking for many years.

The book was first published when I was a student and I could not fully appreciate the text.  After reading the topic I often found it lacking in sufficient depth nor scaffolding enough for me to attempt the tutorial questions given to me.   

However, one particular advantage that this text had over others were that there was almost a Data Analysis (DA) question at the end of every topic.  At that time the DA question was relatively new, and very and almost no books carried them and yet we were to be assessed.   For those of you not familiar with what DA questions are, they are questions that gives a set of real life information of and allows you to make analysis on the relationships.  The question itself is very long with alot of information given as figures, charts graphs and the students are given a set of questions which they are expected to decipher and pick out only the relevant data to solve the question at hand.  Questions are very authetic e.g.  apply Conservation of Linear Momentum to the various ball games like cricket, tennis, golf etc.

As a teacher, this is still the key source of reference which I go to for definitions and DA questions.  I have learnt to appreciate some of the intermediate examples set by Hutchings e.g. the long question (which I think contains part (a) to (j)) on the use of indicator diagrams in gas law...doing that question alone helps student really familiarise with the use of First Law of Thermodynamics and the different thermal processes like isothermal, isobaric and isochoric processes.