The dreams and observations of a physics student

by Craig Williamson, February 1994
Published in Physics World, July 1994 (© 1994 IOP Publishing)

It is possible to sum up the image of Physics in one very simple word - boring.  As an A-Level student taking Physics as one of my courses, I have sampled public opinion at 16+ and can safely conclude that it conjures up a picture of sheer tedium.  Popular consensus seems to be that Physics is for heavily bearded old men wearing brown fawn jackets and kipper ties. The subject carries no street credibility whatsoever, and students are being put off because of this lack of excitement associated with calculating angular velocities and learning about magnetic flux density.

Arguments that students stay away from Physics A-Level because it is just too difficult are predominantly unfounded, as many students do not even have a desire to know this information - the head of department's tartan thermos and bad breath is enough to put them off.  So what can be done to attract more students to this subject, and do we even need more people?

My opinion is that Physics has the most singularly important part to play in ensuring the continued existence of life as we know it on earth.  It also possesses a major role in solving great mysteries - stretching our understanding of the entire universe.  Physics is about solving challenging problems, and then creating further issues to be tackled.  In order to progress as far as possible, it is essential to attract the world's great problem solvers and creative thinkers - people with an interest in life and those who become uncontrollably excited at the thought of a new challenge.  The way to allure such people is not to make them remember 70-or-so complex equations.  You will not rouse these logical thrill seekers by teaching them about surface tension phenomena.

The first change that I would suggest is the radical updating of both the G.C.S.E. and A-Level syllabuses.  The introduction of new fascinating concepts such as basic knowledge of black holes, or of current projects investigating nuclear reactors which can transmute the radioactive waste into harmless products, would stimulate a great interest in the more inquisitive students.  This would give them a taste of what research is actually going on, and of just how worthwhile it all is.  Giving an appetizer for what awaits a hard working Physics student at the end of his or her studies could persuade many of the more gifted pupils to pursue such a career.  Previously they could have simply overlooked Physics as a waste of time and a sure fire cure for insomnia.

My second recommendation would be for schools to have plutonium and uranium stocks.  There's nothing guaranteed to pull in the students more than a bit of danger in the classroom.  Schools are currently only permitted to stock mild samples, such as those of strontium.  The illusion of danger, milked for all it is worth with leaded containers and locked radiation cabinets, is rather shattered when you discover that swallowing about 200 of these radiation sources might bring out a small rash on your left buttock.  What is needed is the kind of radiation emitters that are going to neutralize your teacher's breath through a 2 metre thick concrete wall.

Thirdly, I would like to suggest that experiments become a little more elaborate and hazardous.  Chemistry teachers have been wooing their students for years by showing a fancy flash-bang chemical reaction that only the technician is qualified to conduct safely.  Physics should hit back and study bullet penetration and the affect of TNT on a small sized laboratory (preferably a Chemistry lab).  You need a bit of interest if you are going to be studying a subject for 2 years.  G.C.S.E. Physics at least had the so-called trouble students who would spice up lessons with the odd explosion here and there.  Unfortunately, the only people studying Physics at A-Level are those who are not inclined to distress teachers unduly.

My final suggestion is the removal of Fleming's Left Hand Rule from the syllabus.  I have lost count of how many times I have had to conceal my Fleming's left hand in an examination for fear of looking, at best, as though I am picking my nose with my thumb whilst pointing to my groin with my index finger.  Such embarrassment should surely be spared - the Physics students are looked upon as big enough freaks as it is.

I see Physics as a way of pushing my learning ability to its limits and allowing me to explore excitingly unchartered territory in the world of science.  It interests me to the extent that I want to spend my life trying to solve old problems and create new ones.  What I aspire for is that Physics should continue to be central in preserving and enhancing life on earth.  All I ask is that I am joined in my quest.  Others may go for high paying jobs so that they can live in luxury, but for me it is the satisfaction of having given something worthwhile back to the world that will be reward enough.