King's School, Canterbury, UK I'm working on the Physics joke book. So far I have only one joke. That was the last thing I wrote for this section. It's easy to get confused. Now, let us be clear about one thing for a start. This is not some less than subtle bid to take over the Editorship of this journal (proof by induction: you write editorials, therefore you are the editor).

Fear not, readers, there is no revolt in the ranks! Fans of Ken Dobson will be glad to know that he will return to this space soon. My presence on successive occasions is just an unfortunate coincidence of timing.

This issue is one of our regular special features where we take a topic and dedicate the journal to its exploration. Colleagues reading this in universities or colleges of higher education will forgive (I hope) the bias of this edition to `From the Classroom'.

We intend this issue to launch a column that will be regular, but not necessarily in every issue, in which ideas taken from the classroom experience of our readers are presented. With that in mind, we openly invite contributions for this column. The sort of thing we are looking for is that tip, experiment, way of explaining an idea or nice example of a principle, which may not be of your own invention but may well be new to inexperienced teachers or new recruits to the profession. Kutools for excel v16 crack windows 10.

It is not just limited to those at the chalk face. We will welcome contributions from Heads of Department and Heads of Science who may well have valuable advice and hints to pass on to people taking on departmental responsibilities. There are myriad problems associated with departmental budgets, examinations, management of resources and people etc that the newly promoted have to face from day one. We can all learn from the experience of others.

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Advanced Physics, 2000, 640 pages, Steve Adams, Jonathan Allday,.

The contributions need not be long; they can be in the form of a paper or a letter or a brief remark. The important thing is that, just because you have known about a trick of the trade for as long as you can remember, it does not mean that others are equally familiar with it. By and large Physics teachers are a reticent lot when it comes to writing papers for journals such as this. As a species we seem to like to get on with our jobs quietly (at least as quietly as the vital experiments with resonant tubes will allow) and have little time for writing. If possible, this column will change that. The aim is to provide a service for others - to ensure that the `Education' in Physics Education applies equally to the people delivering the curriculum as it does to those on the receiving end. So next time you dust off that homemade widget that you thought up as a visual aid for explaining the intricacies of electromagnetic induction (or whatever) jot the design down with some well chosen words and send it to us.

This conference, held in Tokyo between 3-5 April 1998, was the most recent product of a now longstanding involvement between British and Japanese physics teachers which has grown out of a personal friendship between Brenda Jennison (Cambridge University and Vice Chair of the Education Group) and Tae Ryu (Sophia University). For a number of years British teachers have hosted Japanese counterparts at the annual ASE meetings and in visits to schools following the conference. For this conference a team of four physicists, Brenda Jennison, lan Lawrence (King's School Worcester), Philip Britton (Leeds Grammar School) and Phil Scott (University of Leeds) travelled to Japan to contribute to a conference and visit schools and University Departments. Feelings on reading a conference report can too often resemble the experience of being shown a friend's holiday snaps. They are clearly very interesting but equally clearly your friend is enjoying it more than you are, because the snaps are rekindling memories and thoughts. This set of reflections is an attempt to report on just four of those memories and thoughts rather than describe the pictures.

Why organize an international conference? The conference was an event that almost took more months of tireless organization than it lasted in hours. It was conceived and brought to fruition amongst a welter of e-mail communications between Brenda Jennison, Tae Ryu and Maurice Jenkins of the British Council, who sponsored the event.

Given this immense organizational task, just why did we bother? What can be gained by holding such an international event? The significant benefit of discussing issues between two cultures is clarifying which are the issues that are intrinsically due to the nature of physics teaching rather than the extrinsic effects of educational systems and customs. Unsurprisingly pupil motivation, pupil numbers, relevance, `up-to-date-ness' and the role of mathematics emerged as concerns in both cultures. Also there are always benefits from gaining a wider view.