I’ve been spending a lot of time working on ESCAPE ROOMS so decided if it could be brought online in these difficult times. I’ve made the tasks into a group of posts with the clue to one post being the password to the next.
To complete the ESCAPE ROOM you need to have the correct answers to the following:
In which town/city/village/ scenic place am I being held?
What is the exact place within the above?
Who has captured me?
What is the contact details of the person who is holding me?
So here goes……….
File- Titled “The Case of the LASER”
On the table is a large handbag, it appears to have a lot of combination locks on the bag. There is a file and a locked folder.
In the Unlocked Part of the Bag
In the bag is a lanyard (see below) with an ID work badge, a mirror and a James Herbert Book- The Fog.
There is a bookmark in the book that says “the first clue is in the title of the book”.
To solve the first clue write the 3 word phrase (all lower case) for what I need to do to unlock the rest of the clues. This three word phrase is the password to the next post LASER 2. NB, All passwords are lower case or numbers unless stated.
Need a Hint? Click on the number of the post you are on to give you a hint, or a great big mallet to get you on to the next post.
LASER 11 snowflake = T, Hand=I, Sun = R, so find what T.I.R. means with relation to optics.
LASER 120 not correct for X-rays, 1=in wrong boxes, 2=retina not a detector for IR, 3= radio not a source but a detector of radio, 4=CORRECT, 5= not correct for gamma, 6=CORRECT, 7=CORRECT, 8=Sun lamp not a detector of UV but a source, 9=CORRECT, now that’s enough of a clue, you can put those in the correct order or use trial and error, there aren’t that many combinations!
LASER 14 These are the contacts whose name begins with a part of the EM Spectrum. 0141 9496 0829 Georgina +44 131 9496 0058 Mr Gilmour Shankey +44 1632 960108 Iain Rennie 029 9496 0929 Moorings 028 9018 0155 Muddle MP 0141 9496 0600 Rebekah & Thomas (Radio and TV) 01224-822566 the eX! (poetic licence) 0131 9496 0243 Una Vine 0116 9496 0396 Vanora
LASER 15Well the UV torch wont work if the switch isn’t closed!
LASER 16Question 4 answers a and b had 2 waves, but c and d there are 2.5 waves in the distance. (a) λ=6m, A=1m.(b) λ=10 m, A=3 m .(c) λ=2 m, A=0.75 m .(d) λ=12 m, A=2.8 m
LASER 17 Its a building full of sick people! I hope I don’t end up here when I eventually get covid-19
LASER 18Come off it, I’ve given you 17 clues, if you need a clue for this last one you don’t deserve to get into this last post. Check out LASER 14 hint, and just try them all! Start with a capital letter!
21st September marks Catherine Wilson’s birthday but also an end to the IoP network coordinators as we’ve known it. To celebrate the people who instigated and ran the network and started the fantastic Physics forum met together for a find farewell and catch up. I was honoured to be invited but felt like a gate crasher! The people round the table had all provided advise, help, role models and support through my long career. Each person’s skill set was distinct and eclectic and they are mainly responsible for the positive shape of Scottish physics education.
As usual it is raining in my home town, so, as I wandered off home I got out the umbrella I was given at the Science on Stage Conference 2017 in Debrecan, Hungary. It was left over from the Science on Stage London 2015 event, where the weather was typically wonderful.
I can’t say that I was concentrating on where I was going as one of the quotes around the edge of the brolly was “I touch the future- I teach,” by Christa McCulliffe. For those that don’t know, she was the school teacher selected to be the first teacher in space and chosen for flight STS-51-L. This was the flight that never made it into space as it was the Challenger, that blew apart on January 28 1986, starting 73 seconds after lift-off. It was the 25th flight of the American Space Shuttle program, and disastrous final mission of the Space Shuttle Challenger, which lifted-off from Launch Complex 39-B, at the Kennedy Space Center in Florida. The mission ended in catastrophic failure with the destruction of Challenger, and the death of all seven crew members.
I can’t begin to imagine the effect on this event on her family, friends and students she taught, and yet, in her short life she really had grasped something about the privilege of teaching. As teachers we really do have the chance to see students who will go on to have their own amazing lives, whether seemingly dull or interesting. Each student chooses their own future and makes their own life. Even getting through life for some is an achievement in itself.
Thanks Christa, that after all these years, you can still influence people and give renewed enthusiasm for the special job we do.
The Teachers of Physics awards celebrate the success of secondary school physics teachers who have raised the profile of physics and science in schools.
The IoP acknowledge that teachers contribute an immense amount to society and wish to accord them the recognition they deserve.
The IoP Teacher of Physics awards, honour teachers alongside distinguished research scientists and industrialists.
In this way the IoP recognise that without dedicated teachers there would be no physics research community or technological base in society.
IoP Award 2015- Winner Andrew Ogilvie
What are the Key Challenges in Education?
The key challenges for me teaching physics at the moment are threefold. A drop in the number of candidates choosing physics perhaps because of a perception (which is partly real and partly imagined) of the comparative difficulty of the subject , pressures of time due to course content and assessment and also that the rate of technological advance now makes many applications of physics so hidden behind opaque user interfaces as to be invisible.
For the first problem I try to emphasise that the subject is not only comprehensible ( and can be constructed from our existing experience with a bit of imagination) but that general principles are both economic ( learn a little understand a lot) and satisfying. For the second , well that’s just doing the job, and for the third I try to make links explicit links from the curriculum to the technology and always try to recruit the pupils experience and imagination, though Its hard to give a concrete example of this sitting here right now.
I think that contexts for learning are extremely important and I feel I’ve done my job best if I can do good by stealth without the kids noticing that they’ve learned something useful.
How do you manage your time?
To be honest in response to your second question I don’t feel that I do manage my time terribly effectively . It would be a very different , and less efficient ,world if I had been recognised for any sort of excellence in time management. One thing I do think, though, is that if you’re going to try to do something you should try your best and , as a corollary, that its better to do a small thing well than a big thing badly.
What concerns you in Education?
I don’t “dread” teaching anything in the Higher or Advanced Higher but that’s not to say that there aren’t challenging bits. I find I enjoy understanding things better myself through teaching them. My concern for Higher and Advanced Higher is to try to give students some sort of insight into ideas like Particle Physics, Relativity, Stellar Physics or Cosmology and making these areas seem accessible to reason.. While I understand some of the reasons for the inclusion of these topics I really feel there is a danger of presenting them in an “unscientific” way just demanding they be accepted by virtue of our authority as teachers with the justification being inaccessible both to them and often to us. (The inclusion of these topics seems similar to trying to study Finnegan’s Wake in Higher English or Stockhausen in Higher Music ) It might be better to defer that particular form of gratification until such a time as we have acquired the analytical tools to experience it fully but, if we must do it, then it must also be done well.
What are your top teaching tips?
Top tips : no particular order
Try to enjoy the privilege we have in spending time with the pupils ; learn the pupils’ names and make time to say hello to them passing in corridors etc ;
Remember that sometimes the teacher can be wrong.
Always try to explain – if you’re not explaining, its not Physics ( its “stamp collecting”)
When someone outside of work learns you’re a teacher and asks you “how you put up with the wee blighters” stick up for the kids. 95 % of them are thoroughly admirable and wonderful in their own ways and if you’re not like that when you’re eleven years old its not your fault.
When I was at Jordanhill one of the lecturers said always say you teach “children” not a particular subject… this sounds glib but is in fact very good advice – the job isn’t to produce the best exam results that’s just a by product of trying to develop the best people we can.
No-one’s fond memory of school is doing Ohm’s law calculations so you’ve got to try to make your lessons about more than that, even when its Ohm’s law you’re teaching .
Given the opportunity you should speak truth to power and if not given the opportunity you should probably try to make an opportunity. (The truth, incidentally, doesn’t always have to be bad news.)
Sometimes, if you like that sort of thing, ( and I do ) you should talk about poetry, or music , or mountains, or crocodiles…. (To be honest, the crocodiles only really work if, like me, you are missing a finger or two and I can’t recommend that as CPD)
I think I could go on and on ( although its equally possible that that is all I know) but its also worthwhile reminding myself that a) I’m just an ordinary teacher with no special insight and b) what works for someone else might be completely different.
I’m very flattered to have been asked my opinions , so thanks for that , but I recognise it as flattery and I’d be a fool to believe my own hype so neither should anyone else. Please don’t imagine that I think I’ve got all, or even any, of the answers its quite the reverse.
Today I have been waiting for Godot – and I have failed. Tomorrow I shall wait for him again- “fail again, fail better”
IoP Award 2016
Here is a copy of an interview I gave with Sally Weatherall from Guzled after hearing of me being awarded the Scottish IoP Physics Teacher Award in 2016.
How can I better what Andrew Ogilvie wrote last year? (See above) He summed it up perfectly. If you want to know all about Physics and teaching his answers are there, fully formed and written so much more eloquently than anything I could do.
When I started teaching we worried about telling
people what we did. Telling people at a party you were a teacher was easy but when you got to the
“what do you teach” I found the best reply was “children”. If you made the
mistake of saying Physics it would lead to a tirade about how bad their Physics
teacher was at school and how hard the subject is and how clever you must be.
At this point they would leave to talk to someone else. A friend and colleague
of mine was so fed up with having no one to talk to at parties when he said
that he was a Physics teacher that he either told them he was a basic rocket
scientist, or told them he worked for the Government, in a lab. . How times
have changed. I think in the old days some teachers were excellent but just didn’t
relate to the student. Such cannot be said for my Physics teacher who is a
fantastic guy and inspired me.
challenges are you facing in teaching physics right now?
think the crucial two points are the number of students taking the subject and
the subjects are limited to five or six then students will often tackle the
ones that appear easier. I think that by making students see the relevance of
Physics to everyday things then you’re half way there, but too many still want the
easy option and the increased likelihood of higher grades. I think it is vital
to put Physics into context, even if the information sounds obscure; at least
you can show students how to weigh up the arguments and get them to think for
themselves. In my classes I always make students feel that it is OK to get
things wrong. The worst sin in my class is not putting forward any idea, not
thinking anything. Science is all about having an idea, testing it and if it
doesn’t work out try something else. What better recipe for life!
the work load, the Physics community have been amazing and I am one of those
who would have gone under if it wasn’t for the kindness of others who willingly
shared their materials on SPTR and GLOW. If you are one of those people who
have allowed me to use their materials then I thank you, and I’ll buy you a
drink to celebrate your part in this award. If you are someone who has used my
stuff, I hope it has helped you. If you are a teacher that has never produced
anything I suggest you give it a go. We all need to add our contribution to
surviving and I know some feel it isn’t their skill but they will still have
something positive to contribute. We all need to give and take.
you trying to overcome these challenges?
mentioned much of this already. We need to get students to see the relevance and
importance of choosing Physics. I describe some subjects as a walk in the park,
and Physics as climbing the mountain. A walk in the park is very nice but the
sense of achievement at climbing the mountain remains with you for much longer.
For the students who have found it a mountain to climb, I tell them it will be
the one they check first on their certificate- they usually rush back in
September and tell me it was, and how good it feels. I think getting the
students to see that you appreciate that it will be hard work but worth it can
inspire them to at least try it. If students know that it is a team effort,
you’re on their side doing your bit, then the mutual respect is there and the
synergy is obvious. (Oh can I use that biological word in a physics piece?) .
Another important key is to ensure the students know that the teacher doesn’t
always get things right. This is a great get out clause for anyone. I can’t
understand teachers who tell students they are never wrong. That doesn’t lead
to mutual respect.
constraints affect teachers worldwide. How do you manage your time
this really difficult to manage, but I would rather put something up for the
students on my website, or do a little more marking than clean behind the sofa?
I do get hung up with minutiae and like things to be just right instead of ok.
I think the students appreciate the effort that you put in for them and
sometimes it motivates them to try harder. It’s all part of the team work. I am
also happy to answer student questions on Edmodo at silly o’clock. I’d rather
them manage their homework than make excuses that they couldn’t do it.
have any “top tips” for physics teachers who are new to the profession?
are teaching the best subject in the school, although many students don’t know
it, so we need to get students to realise it’s the best subject. We can do that
by showing the relevance to their everyday lives and, if it is an obscure topic,
then at least you can get them to think. Think about asking the whys and how
you can make the learning fun and relevant then that will keep down discipline
problems. If you still have discipline problems then ask the students if they
are following what you’re doing. Bad behaviour is generally a cry for help or
treat all students differently. Each one needs a different amount of boot,
carrot, praise laughter, and understanding. Find out what makes each student
tick. Try to find out what interests the students and then find examples to fit
that interest. If all your speed/ distance calculations need to be about
tractors that’s fine!
the students know you won’t give up on them they’ll certainly try hard, but
also tell them when they’re not delivering what they are capable of. Even
Physics can be completed by 95% of students if they really go for it, I mean
I’m teaching Physics so it can’t be that difficult.
Oh yes, go and do amazing
would have ever thought as a Physics teacher that I would spend 7 weeks working
in a nuclear power station on a Royal Society of
Edinburgh Teaching Fellowship? Visiting astronauts in their houses (Scottish
Space School), going underground around the LHC, sharing a meal with a Nobel
Prize winner (Royal Society Partnership Grant Scheme), speaking at the
Edinburgh International Book Festival (Royal Society), being invited around
Renault HQ (Yourideasyourinitiative), testing the reaction time of the Queen’s
cousin (Summer Science Exhibition), spending two weeks at the Royal Society and
getting students produce a Scientific paper published in a special Young
Scientist Journal, spending 3 days in a shooting hotel working at the
Optoelectronics College, or spending two great weekends with snoring Physics
teachers exchanging notes and making IoP rockets in the middle of the forest (I
think now the police would be on to us as a terrorist cell) (Regional CPD
event). There are so many opportunities for teachers and students. Grasp each one, as it keeps you invigorated
and excited by the amazing things around you. As we are in a rural area we
don’t have the same access as some of you do to Universities, Science Centres,
great speakers and so on, so try to make these opportunities available for
students so they can be inspired by the Science around them and realise that
Science will bring them great opportunities. I think I sound like a seven year
old- maybe that is the secret, be as inquisitive as the students and show it is
OK to be curious!
I would also like to mention a guy who really ought to have won this award but didn’t live long enough to see the nomination process through. That is Kevin Bailey from Wallace Hall Academy in D&G. He was an amazing teacher, would give up everything to help his students and had the respect of all those he knew. He is still sorely missed.
Teacher of Physics award 2017
Martyn Crawshaw Millburn Academy, Inverness Awarded in 2017 for outstanding contributions to the teaching of physics
Martyn is a dedicated and enthusiastic teacher who instils a thirst for knowledge in his students and enjoys the challenge of presenting new concepts to them. He has made a very significant impact on his school’s science faculty and the wider school community, and is seen as a “go-to” person for physics support in the north of Scotland, particularly by schools with single-teacher departments, new staff or challenging issues. His students appreciate his engaging and encouraging teaching style and his ability to relate physics to life outside the classroom, while he is a supportive and challenging mentor to new teachers. Throughout his extensive efforts in organising visits, links with industry and hosting CPD, his work-rate has been phenomenal while his ability to empathise with students and colleagues has been exceptional.
Michael strongly believes that teachers should be facilitators, putting students in control of their own learning. His quirky and humorous approach makes lessons enjoyable while he strives to continually improve his own teaching by incorporating new ideas. Keen to inspire the next generation of physics teachers, Michael is a friendly and supportive mentor. He has contributed to the wider education community in a number of ways, from his work to support staff in delivering the science curriculum in local primary schools, to educating future physics teachers on the University of the West of Scotland PGDE course.