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New Trends in Physics Teaching IV Sixth, whatever one’s approach, the generality of thermodynamics is probably better brought out by a variety of examples of its uses, of as many kinds as possible, than by casting the argument in abstract, generalized terms. But different examples needing different statistical calculations would introduce difficult distractions, so that families of examples (such as two-state and allied systems) with the same basic calculation for all offer advantages. Seventh, the Boltzmann factor is the pivot around which applications turn, so that the sooner one can get to it the better. But here Feynman illustrates that there is a choice to be made between getting it in an ad hoc way, or getting it in a way that shows that it is a ratio of numbers of microstates in a heat bath. In the Nuffield course we chose the latter, accepting the price in terms of difficulty and length, for the reward in insight. In either case, given the Boltzmann factor, a large number of interesting applications become immediately accessible. Eighth, simplicity and economy are essential but difficult features to achieve. Every simplification introduces detailed difficulties, often rather subtle ones which may remain hidden for a long time. The Nuffield approach raises as many as any other. The really hard thing is to carve out an economical approach which is coherent, taking in what one wants to include, and leaving out as much else as possible. Often this requires a rather careful analysis of just what lies behind a superficially simple argument. Lastly, most approaches depend critically on how they solve the problem of having a statistical approach without doing too much statistics. Feynman finds a way of doing no statistics; PSSC finds a very simple case and builds everything on that; Gurney uses more statistics but invents a quick way of avoiding purely technical mathematical problems, similarly used by Bent and Nuffield physics. Reif uses computer simulation, as does Nuffield physics, to inspect the behaviours of systems as opposed to analyzing and calculating them. The whole paper has assumed that the decision to introduce thermodynamic ideas in a statistical, or at least microscopic, way is right. It is clear that the decision creates considerable difficulties, but they should be seen in the light of the problems students have in understanding an uninterpreted macroscopic approach. REFERENCES ALDER, B.J., WAINWRIGHT, T.E. 1959. Molecular Motions. Scientific American, October. ANGRIST, S.W.; HEPLER, L.G. 1967. Order and Chrzos. New York, Basic Books. BENT, H.A. 1965. The Second Law. New York, Oxford University Press. BLACK, P.J.; DAVIES, P.; OGBORN, J. 1972. A Quantum Shuffling Game for Teaching Statistical Mechanics. American Journal ofPhysics,Vol. 39,p. 1154. EHRENBURG, W. 1967. Maxwell’s Demon. Scientific American, November. FEYNMAN, R.P., et al. 1963. The Feynman Lectures on Physics. Vol. 1. Reading, Mass., Addison-Wesley. GRASSIE, A.D.C. 1968. Introducing the Boltzmann Distribution. In: Sources ofphysics Teaching, pt. 1. London, Taylor & Francis. GURNEY, R.W. 1949. Introduction to Statistical Mechanics. New York, McGraw-Hill. HAMMERSLEY, J.M.; HANDSCOMBE, D.C. 1964. Monte Carlo Methods. London, Methuen. HANDSCOMBE, D.C. 1962. The Monte Carlo Method in Quantum Statistical Mechanics. Proceedings of the Cambridge PhilosophicalSociety, Vol. 60, p. 115-22. MILLEN, D.J. 1969. Energetics and Statistics in Chemical Energetics and the Curriculum. Glasgow, Collins. NUFFIELD ADVANCED CHEMISTRY. 1970. Teacher’s Guide ZZ. London, Longman. NUFFIELD ADVANCED PHYSICAL SCIENCE. 1972. Teacher’s Guide I. London, Longman. NUFFIELD ADVANCED PHYSICAL SCIENCE. 1974. Teacher’s Guide ZZI, (options). London, Longman. 174
Introductory st at ist ical physics NUFFIELD ADVANCED PHYSICS, Unit 9.1972. Change and Chance. London, Longman. NUFFJELD ADVANCED PHYSICS. 1972. 16 mm fim. Change and Chance: A Model of Thermal Equilibrium in a Solid. (Penguin XX1673). NUFFIELD ADVANCED PHYSICS 1972.8 mm film loops. Forwards or Backwards? (Penguin XX1668-70). OGBORN, J. 1974. How the Normal Distribution Got its Hump. Mathematics Teaching. OGBORN, J. 1976 a.The Second Law of Thermodynamics: A Teaching Problem and Opportunity. School Science Review, June. OGBORN, J. 1976 b. Dialogues Concerning Two Old Sciences. Physics Education, Vol. 11, No. 4, June. OGBORN, J.; HOPGOOD, F.R.A.; BLACK, P.J. 1971. Chance and Thermal Equlibrium in Computers in the Undergraduate Science Curriculum. Chicago. OPEN UNIVERSITY. Course S100. 1971. Science Foundation Course. Unit 5, The States ofMatter; units 11, 12, Chemical Reactions. Milton Keynes, Open University Press. OPEN UNIVERSITY. Course T100. 1972. Technology Foundation Course. Units 20, 21, Energy Conversion, Power and Society. Milton Keynes, Open University Press. OPEN UNIVERSITY. Course TS262. 1973. Solids, Liquids and Gases. Milton Keynes, Open University Press. POWLES, J. 1968. Particles and Their Interactions. London, Addison-Wesley. PHYSICAL SCIENCE STUDY COMMITTEE (PSSC). 1968. College Physics. Boston, Mass., Raytheon Education Co. PHYSICAL SCIENCE STUDY COMMITTEE (PSSC). 1968. Physics: Advanced Topics Supplement. Boston, Mass., D.C. Heath. REF, F. 1965. Statistical Physics; Berkeley Physics Course, Vol. 5. New York, McGraw-Hill. REYNOLDS, W.C. 1965. Thermodynamics. New York, McGraw-Hill. SHERWIN, C.W. 1961. Basic Concepts of Physics. New York, Holt, Rinehart, Winston. SPICE, J.E. 1968. Introducing the Boltzmann Distribution. In: Sources of Physics Teaching, pt. 1. London, Taylor & Francis. TABOR, D. 1969. Gases, Liquids and Solids. Harmondsworth, United Kingdom, Penguin. 175
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I New trends in physics teaching Vo
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New trends in biology teaching Vol.
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Preface The worldwide exchange of i
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Contents Part I Energy: the Backgro
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Part I Energy: the Background and t
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New Trends in Physics Teaching IV W
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New Trends in Physics Teaching IV E
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New Trends in Physics Teaching IV A
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I New Trends in Physics Teaching IV
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~ New Trends in Physics Teaching IV
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New Trends in Physics Teaching IV T
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New Trends in Physics Teaching IV d
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New Trends in Physics Teaching IV F
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New Trends in Physics Teaching IV o
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New Trends in Physics Teaching IV c
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New Trends in Physics Teaching IV t
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New Trends in Physics Teaching IV a
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New Trends in Physics Teaching IV M
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New Trends in Physics Teaching IV s
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New Trends in Physics Teaching IV L
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New Trends in Physics Teaching IV *
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New Trends in Physics Teaching IV 1
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New Trends in Physics Teaching IV m
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New Trends in Physics Teaching IV R
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New Trends in Physics Teaching IV I
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New Trends in Physics Teaching IV 8
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New Trends in Physics Teaching IV S
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Energy teaching in schools Introduc
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Japan The teaching of energy in Jap
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Japan not teach energy concept dire
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Japan Amount of heat generated rela
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Japan ing of basic concepts, fundam
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Japan The teaching in this area is
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Methodology Japan There are several
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7. Measuring the amount of solar en
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India The teaching of energy in Ind
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India It is difficult to visualize
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1979 Solar energy air A model of a
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India age group 6 to 11, classes I
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Qatar decision to include a study o
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Qatar 5. 6. 7. Coal and oil are the
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Qatar Grade 8: Theme: ‘The use an
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Qatar The grade 11 physics programm
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USSR electric oscillations ends wit
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Hungary with a wide range of natura
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Hungary between two bodies only. Bu
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Hungary follows that the field itse
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Hungary explore rigid bodies and me
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REFERENCES Hungary 1. HABER-SCHAIM,
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Italy This approach proved interest
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Italy ENERGY PROBLEM: TO-DAY'S ISSU
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Italy equivalent or t.0.e.) are def
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Page 131 and 132: knowledge of electromagnetism to th
Page 133 and 134: Naturally not all the particles are
Page 135 and 136: Senegal Reflection on current trend
Page 137 and 138: Senegal heat is interpreted as the
Page 139 and 140: The planning and developing of an i
Page 141 and 142: Brazil Criteria for the assessment
Page 143 and 144: Brazil water and ice is a system wh
Page 145 and 146: Brazil (heat) would still be conser
Page 147 and 148: Brazil Consider a further instance.
Page 149 and 150: Brazil An isolated system is an abs
Page 151 and 152: United States LEVELS AND TACTICS En
Page 153 and 154: United States The private sector sp
Page 155 and 156: United States The progression shown
Page 157 and 158: Packet production United States PEE
Page 159 and 160: United States energy situation. The
Page 161 and 162: United States Energy has two powerf
Page 163 and 164: Introductory statistical physics In
Page 165 and 166: Introductory statistical physics dp
Page 167 and 168: Introductory statistical physics on
Page 169 and 170: Introductory statistical physics Co
Page 171 and 172: Use of the Einstein solid Introduct
Page 173 and 174: Introductory statistical physics Ex
Page 175 and 176: Introductory statistical physics fo
Page 177 and 178: Introductory statistical physics TA
Page 179: ~~ Exponential atmosphere Boltzmann
Page 183 and 184: Children’s ideas about light Chil
Page 185 and 186: Childrens’ ideas about light some
Page 187 and 188: Childrens’ ideas about light Figu
Page 189 and 190: Childrens’ ideas about light Figu
Page 191 and 192: Childrens’ ideas about light We w
Page 193 and 194: Childrens’ ideas about light conn
Page 195 and 196: Childrens’ ideas about light ‘l
Page 197 and 198: Colour Colour R.D. EDGE. Colour, li
Page 199 and 200: Colour of three primary colours nec
Page 201 and 202: Colour 400 500 600 700 Wavelength/
Page 203 and 204: Colour a, ; 0 E c \ L U Is) c - a,
Page 205 and 206: Colour 200 150 (I] U C ; 1 0 0 E m
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Page 209 and 210: Colour mentary colours as for the p
Page 211 and 212: Colour Difference Colour The abilit
Page 213 and 214: Colour Also shown on the same figur
Page 215 and 216: Colour screen, that taken through a
Page 217 and 218: Colour I 120 Noon Summer Sunlight 5
Page 219 and 220: y move in the direc value of the wa
Page 221 and 222: Surface Reflection Colour The surfa
Page 223 and 224: Colour index of 1.4, it is flexible
Page 225 and 226: Colour - Light Incident + From Iris
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Optics regained Optics regained C.A
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Optics regained human beings since
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Optics regained of energy, or the s
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Optics regained Consider an ordinar
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Optics regained Consider any two po
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Optics regained Figure 5 is a much
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Optics regained Highly coherent lig
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Optics regained revealing individua
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Optics regained the brightest sourc
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Optics regained is not taken, and o
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Optics regained image ifmis-interpr
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Optics regained 4. HUYGENS, C. Trai
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A case study of science teacher edu
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Teacher education: a case study 2.
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Teacher education: a case study alr
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Teacher education: a case study mor
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Teacher education: a case study thr
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Teacher education: a case study Whe
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Teacher education: a case study The
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Teacher education: a case study CON
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Teacher education: a dilemma where
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Teacher education: a dilemma ELEMEN
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Teacher education: a dilemma if phy
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Teacher education: a dilemma emerge
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Teacher education: a dilemma These
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Teacher education: a dilemma 11. CO
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Teacher education: solar energy cou
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Teacher education: solar energy cou
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Teacher education: solar energy nee
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Teacher education: solar energy the
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Teacher education: solar energy A P
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Teacher education: solar energy A W
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Teacher education: solar energy Sol
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Micro-computers as laboratory instr
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Microcomputers in the laboratory an
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A solar cooker How to construct a s
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A solar cooker PREPARATION AND SUBS
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A solar cooker c. Fill the box in (
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A solar cooker Let the reflector fa
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String and tape experiments String
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~ ~ String and tape experiments It
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String and tape experiments Since g
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Dropping a string of marbles String
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String and tape experiments Tape ar
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String and tape experiments + marbl
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String and tape experiments A I Fig
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String and tape experiments In an o
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String and tape experiments Pulse-
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String and tape experiments We can
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String and tape experiments Now, co
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String and tape experiments So far,
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String and tape experiments Current
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String and tape experiments For a l
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String and tape experiments the oth
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String and tape experiments CONCLUS
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Introduction Although school curric
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Science in society array of bubblin
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Science in society ASE’s ‘Scien
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ENVIRONMENTAL SCIENCE, HEALTH EDUCA
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I Physics in society Physics in soc
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Physics in society consequent long
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Physics in society furthermore, stu
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Physics in society TABLE 5. What di
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Physics in society APPENDIX Detaile
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Appropriate technology The visible
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Political Alternative Technology Ap
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Appropriate technoIogy Project work
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Contributors Albert A. BARTLETT, Un
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