A new five-year project aimed at developing the skills of sixth-form physicists has been awarded a £7 million grant by the Department for Education.
The Rutherford Schools Physics Project, led by Cambridge University Professor of Theoretical Physics Mark Warner, and Cavendish Laboratory Outreach Officer Dr Lisa Jardine-Wright, will work collaboratively with teachers, schools and other partner universities to deliver extension materials, on-line learning, workshops for students and support for physics teachers.[...]
The project will also work closely with its two sister initiatives, the Cambridge Mathematics Education Project, led by Professor Martin Hyland and also supported by the DfE, and “i-want-to-study-engineering.org”, led by Professor Richard Prager and supported by the Underwood Trust.
Since Archimedes, mathematics and physics have been inseparable, and the interdependence continues into the 21st century — Professor Mark Warner
- University of Cambridge
- Massachusetts Institute of Technology (MIT)
- Harvard University
- University of California, Berkeley (UCB)
- University of Oxford
- Princeton University
- University of California, Los Angeles (UCLA)
- Stanford University
- (=10) ETH Zurich (Swiss Federal Institute of Technology)
- (=9) National University of Singapore (NUS)
British universities in the top 50:
46-49: Manchester (shared with Nanyang Technological, Auckland and Queensland)
Conference jointly organised by The British Society for the History of Mathematics
and The Lewis Carroll Society in association with The Birmingham and Midland Institute
The Birmingham and Midland Institute, Margaret Street, Birmingham, B3 3BS
Saturday, 18th May 2013. 10:30 – 17:00.
A report from Demos, published today. From Executive Summary:
This report strongly argues that the current model of accountability is profoundly toxic and is failing to achieve its stated goal of improving education. It sets out an alternative
regime, which would allow all children to achieve their potential, while ensuring the quality of education in schools is of a high standard. [...]
One of many cultural shifts undermining the traditional model of mathematics education: loss of dexterity in children. From The Telegraph:
Today’s children may be whiz kids at hi-tech gadgets, but they now learn to tie their shoelaces at a later age than ever before, a new report has found.
Few master the art before the age of six, and some still have difficulty tying their own laces when they are nine or ten years old, it is claimed.
The findings represent a major shift in social habits – just thirty years ago, being able to tie shoelaces was regarded as a skill to be learnt by the age of four, but changes in shoe design and footwear fashions means the skill is no longer essential until much older.
Gary Kibble, retail director for Littlewoods.com who carried out the study, said: “Today’s children now learn how to operate complex technology long before they know how to tie shoe laces. They understand navigation paths and algorithms – yet still don’t know how to make a knot.
Read the whole article.
From Richard Webb’s review in New Scientist of The Universal Machine at London’s New Diorama Theatre :
A musical rendition of such a complex and delicate subject matter stands a high chance of going very wrong. It is to the enormous credit of the Pit theatre company that it goes mostly very right. A few unnecessarily jarring comedic interludes aside, this is an engaging, nuanced and ultimately moving piece of theatre.
Read the review.
From The Telegraph, by Graeme Paton:
Colleges and school sixth-forms are preparing to cut “less popular” A-level subjects such as foreign languages and further maths to plug a huge funding gap, head teachers’ leaders warn today.
Read the full article.