Studying physics with a difference

The Physics Department is one of the largest departments at the Junior College. Hundreds of students are taking up physics with the aim of pursuing a science-related career. Most of the students aim to become engineers, architects or to read for a degree in physics. Hopefully, this trend continues, as it is vital for our country to have a workforce with such background.

At the Junior College, students learn physics through a variety of formal and informal activities. Lectures, seminars, tutorials and laboratory sessions provide the backbone of the Advanced Level course. However, learning physics at the Junior College goes beyond this.

Over the years, the Physics Department has sought to organise a number of activities that give students the opportunity to link what they are learning with real life applications, to assess possible future career choices and opportunities, and to get a wider perspective of what science is all about. The activities also help to improve the rapport between staff and students and between the students themselves.

Staff members also stand to gain as the activities offer them the possibility to collaborate with colleagues from other departments, especially the Mathematics Department, and other organisations. This helps to foster collegiality and teamwork among staff members and serves as a model of collaborative work for students.

A number of activities are organised regularly while others depend on the circumstances and opportunities that arise from time to time. Past activities included visits to the power station (during which students observed how electricity is generated); to the Faculty of Engineering (during which students had the possibility to familiarise themselves with the engineering course and the different areas of study); the Institute of Energy (during which students were familiarised with local research on renewable forms of energy); open days; and exhibitions to mention a few.

An activity which was launched this year and which we are planning to hold again next year is an Astronomy Night. This activity was organised in conjunction with the Mathematics Department and the Institute of Astronomy and Astrophysics and was held at Dingli. The venue was chosen because there are lecturing facilities, minimal light pollution of the night sky, is safe and easily accessible.

The first part of the activity involved lectures on stellar evolution and the significance of the Hertzprung-Russell diagram. At various stages during the lectures, students had to use their physics background and frequently asked for clarifications and further explanations. The second part of the session involved naked eye astronomy as well as the use of telescopes. In spite of the abnormal adverse weather conditions the activity was a success and students continued to ask questions even in the days that followed. Next year, this activity will be held on a larger scale and most probably on more than one day.

Another very successful and important activity, which has been organised on a regular basis for the past six years, is the Value Education Weekend. This activity is organised in collaboration with the Mathematics Department and the Junior College Chaplaincy. While all the other activities last a few hours, this one is a residential activity and involves much more preparation and involvement on the part of both staff and students.

One may ask, what inspired the department to organise such an activity? It is known that all societies adhere to certain common values which influence the way members of that society behave. Values are not taught to students as a separate subject, but rather students learn about values through the educational process as a whole and from their out of school life experiences. Value education activities are meant to give students an opportunity to be aware of and reflect upon common values held by society.

Various types of activities can be used, including those based on science which unlike what many may think is neither neutral or value free. Each year, we chose a theme for our Value Education Weekend and the intensive programme which is prepared focuses on the chosen theme. Over the years, students have been given the possibility to discuss important issues such as the diverging interests in choosing a renewable source of energy for a power station; the dilemma of using nuclear energy; the conflict between Galileo and the Church; the use and misuse of scientific discoveries, and others in which the focus was always on the different points of view, the choices that have to be made, the conflict and its possible resolution, ethical concerns and the values involved.

Besides time for discussing and reflecting on such issues, other more informal activities are organised in which students have to apply their scientific background to solve practical problems and to participate in games.

During the weekend, students are also given the opportunity to participate in a sport related session. The type of sport chosen is usually one, which the students do not usually practice such as sailing or fencing so that they get the chance to try out something new and challenging. During these sessions, reference is also made to the background science involved.

Participation in these activities is on a voluntary basis, but the number of students requesting to take part is usually high which in itself is very encouraging. In fact the activities are usually "fully booked" on the first day they appear on the notice board. Unfortunately, there is a limit as to the number of students who can be involved so as not jeopardise the respective activities in any way.

Organising such activities involves a lot of planning to overcome our two main concerns: that students do not miss lectures as much as possible and that the activities do not coincide with examinations. Numerous meetings have to be held to make the necessary contacts (for example, speakers and guests), bookings (for example, the venue), to choose the date/s, prepare the programme, inform the students, as well as to hold meetings for students before the activity. Naturally, all this cannot be possible without the hard work of the staff members who voluntarily dedicate their time after working hours and during weekends.

In spite of the difficulties involved, the feedback we get from the students is very positive and encouraging and this gives us the energy and impetus to go on. In fact we make it a point to get feedback about the activities from the students to help us analyse their effectiveness and to improve future ones. Their usual comments are that they learn a lot while enjoying themselves and urge us to organise similar activities more frequently.

For the future, the Physics Department is already planning to organise these and other related activities and is all the time searching for potential partners to organise new ones.

Mr Xuereb is Physics Department coordinator at the Junior College.