Hello world!
November 28, 2008 by caravanaccidentsPeter W Jones MInstP
Most recent blog:-
www.improvingroadsafety.wordpress.com
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Other blogs by the same writer
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ADDENDUM 8-03-09
I feel I should explain why this blog on aerodynamics is rather thin on aerodynamics.
After I had written the relevant item I decided to submit it instead to the Royal Aeronautical Society as an outline of a proposed lecture on “Keeping Trailers in good contact with the Ground; Improving Road Safety by learning from the mistakes early UK Aviators made when getting off the ground.”
I have almost comleted writing some advice for Physics/Maths teachers (most of this has turned out to be for teaching at GCSE Physics level) on how to incoporate teaching of items concerned with the aerodynamics of towing a trailer with the School/University Mini Bus in to ordinary course work for exams.
Whether it is Maths or Physics being taught, examples of the use made of theory in the exam syllabus is always being sort by teachers to keep their work in touch with new developments and to maintain students’ interest.
Accordingly I started reading some of the most recent GCSE Physics Text Books and was amazed at the improvements that had been made to these in the 15 years since I retired. I thought the improved text book standard was great enough to increase nearly all students’ grades by at least one level, compared with 1993.
I had read in the media that Lord Grayson (Science Minister) was enquiring into increased levels of performance at GCSE level so I allowed myself to be diverted into writing to him about this and related issues.
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SEE MUCH FURTHER BELOW FOR ADVICE ON INCORPORATING THE PHYSICS OF TRAILERS IN TO PHYSICS TEACHING FOR GCSE AND GCE ‘A’ LEVEL
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LETTERS TO LORD DRAYSON AND THE BBC
.The following is a shorter and improved version of the letter I have sent to the Science Minister Lord Drayson.
9-12-08
Dear Sir,
I note that you have called for all recent Science “A” level and GCSE exam papers to be sent to you as an investigation is being conducted into the alleged lowering of academic standards.
This is a better method of investigation than that used by the RIC but if you ask your research assistants to consult their History books you will see that neither of the investigations need be carried out. There are many other factors that have given rise to the steady rise in the number of high grades obtained.
In the 1970’s CSE was in use at the same time as GCE “O” level and I often had pupils in my classes who were entered for either CSE or “O” level depending on their progress in Physics. This was a nightmare to teach as the prescribed syllabuses had not been coordinated and the items to be taught were similar, but not quite the same, for the two systems.
However, the main problem was poor funding resulting in having to make a choice between buying laboratory equipment or text books when both are essential for good teaching.
In addition the text books available then were very unattractive to any but the most gifted and talented pupils.
At that time Schools in general were not in a very good state and this gave the pupils the impression that Education was not taken seriously. This affected Science in particular as it is a very expensive subject due to the cost of materials and laboratories.
At the end of the last Summer term I was invited to attend at the School where I had been Head of Science for 20 years for the ceremony of the Retirement of the previous Teacher in Charge of Chemistry.
I was afterwards given a conducted tour of the site by the “Bursar” (He is the retired Head of Maths at the same school). He pointed out all the improvements to the facilities that had been made in the 15 years since I retired. Knowing the man very well I could see that nothing trivial or non essential was going to get approved by him so the tax payers are getting good value for their money at this school at least. As this type of investment in the Education system is now seen throughout the country, it is bound to be having have positive impact on the pupils.
For a short period in the 1970’s I was Chair of the Physics Panel of the West Midlands’ Exam Board (CSE) so knew the system from the inside as well as from my teaching roll. One of the tasks this panel was charged with carrying out was to ensure that academic standards were maintained from year to year, but the method we used was discontinued when the National Curriculum was introduced as the “standardisation” was unfair to pupils.
We set the bands each year for the number of marks awarded by markers that would result in a pupil being awarded a particular grade. We had to ensure that roughly the same percentage of pupils obtained each grade each year. At the time I just accepted this system because I knew that the “O” level boards were doing the same, but I can now, using the great science of hindsight, see that we were very wrong. Pupils should get a particular grade because they have reached the specified level of attainment. This is what should happen now.
In addition there are now excellent text books ( that schools now have the funds to purchase) setting out how each of the different levels and subjects within Science are linked and they also make clear to pupils exactly what must be studied to reach a particular grade. The books are well illustrated and will provide support to a much wider range of pupils than was previously the case.
These are the main factors resulting in the big improvement.
Letter to BBC Radio 4 To day Programme
This is part of the letter I wrote to the BBC at about the same time as the above.
Peter W Jones MInstP
Consultant for Towed Vehicle Accidents
(Charitable status to be applied for )
To:-
BBC News Desk (Radio 4 To day)
Minister for Science
IoP Publicity Dept
Dear Sir or Madam,
RIC on School Chemistry. Radio 4
This morning I heard on the Radio 4 “To day” programme that the RIC’s views on school chemistry are now supported by a Government minister.
My last appointment (held for 20 years), was Head of Science in a Comprehensive School in Handsworth, Birmingham. I taught “O” level/GCSE Physics ( as well as other subjects and levels) from 1963 to my retirement in 1993. I am still on the register for the IoP because I have been working on a voluntary basis for the last 5 years as a Professional Engineer in support of road safety.
“Nuclear Physics” was introduced into the GCE “O” level Physics syllabus about 1967. I remember well the problems caused when I had to obtain some radio active material. At the time I was a Full Time Lecturer in a Birmingham FE College and responsible for two Science laboratories in the Dept of Business Studies and General Education. The next time something so drastic changed was the introduction of “Electronics” with particular emphasis on doing some experimental work which would enable pupils to understand the simple basic principles of the hardware of a computer. This was about 1974.
Such fundamental changes to take account of advancing Technology could only be brought about if other equally large chunks were taken out of the syllabus. If you now proceed to test the current students on items no longer taught, they will not pass. QED
Yours faithfully,
Peter W Jones
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Advice for Physics/Maths/Mechanical Engineering Teachers and Lecturers.
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Additional items to add to lists of use being made from the “real world” to illustrate material in GCSE and GCE “A” level Physics/Maths courses, or of course work closely related to these matters.
Items for which the course work should provide students with evidence that would be of interest to:-
(a) Birmingham Trading Standards.
(b) The Select Committee on Transport of the House of Commons.
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(1) The over run brake actuating mechanism for caravans and trailers.
(2) The electric brake system which has been in use in Australia and the USA for over 30 years.
(3) Caravan / trailer friction based Stabilisers.
(4) Trailers under 750kg which can currently use the motorway system without brakes.
Items for which the course work should provide students with evidence that would be of interest to The Association for Science Education, or Institutes and Societies of a Scientific nature:-
All the above plus the remaining items.
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www.schoolminibustrailers.wordpress.com
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Contains:-
(1) GCE “A” level; Anemometers ( Vector diagrams)
(2) To be completed
(3) GCE “A” level Maths/Physics; Stabilisers (Calculations involving the Principle of Moments. Levers.)
For single subject Physics/triple Science, both 1, 2 & 3 may be introduced at GCSE level.
(4) Further topics for GCE “A” level students:-
Trailers with no brakes
Resonance
. Centrifugal Force
Ventrui Effect
Elementary Theory of Flight
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contains:-
(1) GCSE; Over run Brakes
(2) GCSE; Caravan/trailer electric brakes. (Electro magnets; relays)
(3) GCSE; Wave theory applied to snaking caravans and trailers.
Constructive and Destructive Interference.
