Programme

Venue: V. G. Kulkarni Auditorium, HBCSE. Mumbai

Day 1: 22 Nov (14:00 hrs to 17:30 hrs)

  • Session I (14:00 - 15:30) Chair: Deepa Chari
  • Welcome

  • Invited Talks (15+5 mins each)

    • Sapna Sharma

      Physics Education Research (PER) is a dynamic and progressing field that seeks to improve the teaching and learning of physics through techniques that are supported by research. This talk explores the fundamental goals and methodologies of PER, highlighting the significance of research-driven approaches in the field of physics education. The presentation looks at the effects of technology, inclusive teaching methods, and the transformative potential of Physics Education Research in reshaping the landscape of physics teaching. It promotes the adoption of a research-driven physics teaching methodology, creating a more productive learning environment that gives students the abilities needed to succeed.
    • Ayush Gupta

      Enhancing students’ conceptual learning has been one of the main goals of physics education research. Research in physics education suggests that students’ conceptual learning and problem solving in physics are entangled with their views about physics knowledge and learning and associated epistemological differences in their approaches to learning. I will present some illustrative cases from the literature. Why is it that some students engage in more rote memorization approaches as compared to deep meaning-making in physics? I will explore this question through case studies in literature and data from projects on which I collaborated.
    • Mashood K. K.

      We developed a pedagogic approach, that recast derivations in physics as an activity in mathematical model-building. The model-building narrative underlying derivations was then leveraged to create a smooth, gradualist transition to computational and interdisciplinary modeling. Numerical approaches to solving equations acted as a boundary crossing space from derivations to computational thinking. We also developed interactive learning systems that highlighted some of the key model building moves involved in derivations. The approach is being implemented as a series of 2 day teacher professional development (TPD) programs in Kerala and covered nearly 250 teachers over the past two years.
  • Tea (15:30)
  • Session II (16:00 - 17:30) Chair: Sapna Sharma

  • Invited Talks (15+5 mins each)

    • Sahana Murthy

      There are many dimensions to learning science in addition to core content knowledge. One of these is the learning of scientific practices, which scientists do habitually while investigating natural phenomenon and solving problems. Such practices include designing experiments, inquiry, modelling, estimation, troubleshooting etc. These practices are complex and challenging for students without an explicit focus. In our research, we focus on the teaching and learning of scientific practices using the affordances of interactive learning technologies. In the talk I will discuss students’ development of scientific practices through illustrative examples of technology enhanced learning environments we have designed.
    • Ananda Dasgupta

      The computer is widely recognised as a useful tool for physics research. What is not often emphasised is that it can be a very important tool for physics teaching. In this talk I will try to emphasise how simple computing skills can be inculcated in students who can then use these to further their understanding of the subject.
    • Muhammed Ashefas C. H.

      The Spring oscillator systems are a core component of physics instruction at the higher secondary and undergraduate levels. We employ a manipulable simulation tool (developed at HBCSE) as a teaching aid for the spring oscillator system. The simulation consists of three interconnected representations: a system schematic, the equation of motion, and associated graphs. This simulation also helps learners understand the conceptual dimensions of numerical approaches. This presentation focuses on the classroom implementation of this system and the activities designed using the simulation. We also discuss the benefits and challenges of integrating this simulation as a teaching aid.
    • Praveen Pathak

      To heighten the intellectual challenge in Olympiad selection tests, we formulate problems that require more than mere memorization of facts. This cultivates critical thinking abilities, preparing participants for challenges beyond the Olympiad. I explore one of such problems on the Doppler effect in sound—an applied concept in engineering, medicine, and research. While textbook problems often assess the Doppler formula straightforwardly, our design compels students to extract data solely from a graph, demanding analytical and problem-solving skills. Additionally, I demonstrate determining the Doppler shift through a smartphone-based experiment, offering a practical application of theoretical knowledge.
  • Tea and Refreshments (17:30)

Day 2: 23 Nov (09:30 to 17:30 hrs)

  • Session III (09:30 to 11:00) Chair: Kolahal Bhattacharya

  • Invited Talks (15+5 mins each)

    • Bikram Phookun

      Physics as it is done by scientists involves a number of practices — the discovery of a problem, its formulation, its solution, and its interpretation. Very little of this makes its way into classroom physics, most of which seems to be about methods for solving cleaned-up problems and confirming that the correct solution has been found. I will talk briefly about ways in which we might try to introduce the other aspects of the practice of physics into the classroom and the laboratory.
    • Deepa Chari

      As a research area, the study of 'gender in physics' has moved beyond exploring performance gaps long ago, yet knowledge of newer research areas is not widespread in the physics community in India. Likewise, mandatory gender sensitisation programs are recommended nationwide, but a greater discussion of its nature and the current status is needed. In this review talk, I will discuss key topic/areas gender sensitisation programs in physics can consider incorporating and discuss among the physics community at their respective institutions.
    • M. Sivakumar

      Physics Training and Talent Search is a new initiative which has been running since 2015, where we train both students and teachers. This talk will focus on the novel features of the training program, from the selection of participants to the training methodology and academic structure.
    • Y C Kamala

      We need to acquire a basic minimum information on and knowledge of nature of Science and Technology to live in a scientifically advanced society. It is well recognized that science communication is a very important factor to acquire this scientific literacy. Science is a public enterprise; therefore, institutional dimensions of science communication are of great importance. Communication understood this way is a process which enables practitioners of science to engage in a constant and creative dialogue with society at large. In this talk I will examine the role of Bangalore Science Forum in creating Scientific Literacy through Science Communication.
  • Tea (11:00)
  • Session IV (11:30 to 13:00) Chair: Praveen Pathak

  • Invited Talks (15+5 mins each)

    • Bhas Bapat

      A simple pendulum is a commonly found apparatus in UG classrooms, and offers rich learning in experimental methods and practice. A damped simple pendulum is readily effected by replacing the simple bob with a magnetic bob, and adding an eddy current brake by placing an aluminium or copper plate near it. This modification allows for a detailed study of damped oscillations with a good degree of control and great potential for analysis. Plotting the oscillations and fitting a theoretical damping curve to the observed data is an excellent exercise in connecting theory with experiment.
    • Kolahal Bhattacharya

      Many results of geometrical optics can be viewed in the light of Newtonian mechanics, as shown in 'F=ma Optics' [1]. We start with a discussion on this and point out that this model leads to wave optics in the limit of non-zero wavelength. Interestingly, the model can be viewed as the wave mechanics of light rays. A number of interesting results in optics can be derived from this wave-mechanical model. We review some of them and point out the limitations of this model. [1] F=ma Optics, Evans and Rosenquist. American Journal of Physics. Volume 54, pp. 876–883 (1986).
    • Mahima Chhabra

      My talk will trace my journey as a researcher in the field of Science Education. My research pertains to two themes . First corresponds to learning and teaching in Physics with focus on students' alternative and misconceptions. I have specifically worked in the area of Electromagnetism and Quantum Mechanics. Second theme of research deals with Teacher Beliefs . My attempt here has been to delve deeper into teachers' epistemological beliefs and action- belief interaction. This talk will highlight significant insights gained through these research endeavors and bring out future scope of research.
    • Anwesh Mazumdar

      Making expert epistemology and disciplinary practices explicit for students is considered to be useful in science education. In this talk we shall outline some recent work at HBCSE regarding content-specific epistemology of physics and some ubiquitous expert practices. We provide frameworks to identify several features of implicit expert practices, and investigate student understanding of these. We provide simple recommendations and means of making such knowledge explicit in the pedagogy.
  • Lunch (13:00)
  • Session V (14:00 to 15:00) Chair: Deepak Garg

  • Invited Talks (15+5 mins each)

    • Syed Minhaz Hossain

      We have developed a Mathieu Oscillator by slightly modifying a simple pendulum whose equations of motion closely resemble with Schrodinger equation for an electron in a 1D lattice. This setup may be treated as a mechanical analogue of the problem of an electron under periodic potential that leads to the formation of energy bands in solids. This setup can also be used to visualize the surface states for finite crystals and the Bloch states in general by using video tracking software.
    • Shirish Pathare

      In the earlier study, I developed activity-based modules in elementary thermodynamics to address students’ conceptual difficulties. Lack of experiments in this domain in undergraduate laboratories motivated us to develop these modules. We conducted trials of these experiments in some of the colleges to check their compatibility as per the requirements of the undergraduate laboratory. In this talk, I will present some of these activities and discuss the feedback received from teachers in these trials. This feedback and my reflections on these trials, helped me in analysing the limitations of the present apparatus. The analysis helped in identifying the necessary modifications.
    • Vaibhav Prabhudesai

      Training physics student in graduate school for preparing them to carry out frontline research assumes them to be motivated and open to explore newer ideas. In reality, the experience has been somewhat mixed with majority of students having very narrow outlook towards research. This becomes even starker when it comes to experimental aspects of research in Physics. On the other hand, emphasis on experiments has not been enough in graduate school teaching. In this talk, I will share some of my experience and input from my colleagues based on their experience of teaching in TIFR Graduate School in Physics.
  • Group Photo
  • Tea (15:30)
  • Session VI (16:00 to 17:00)
  • Panel Discussion (1 hour)

    Panelists: Bikram Phookun, Ananda Dasgupta, Y C Kamala, Shirish Pathare, Mashood K K (coordinator)

  • Tea and Refreshments (17:00)
  • Symposium Dinner (19:00)

Day 3: 24 Nov (09:30 to 18:00 hrs)

  • Session VII (09:30 to 11:00) Chair: Vaibhav Prabhudesai

  • Invited Talks (30+10 mins each)

    • P. K. Ahluwalia

      Indian Association of Physics Teachers (IAPT) is an apex subject society of physics teachers in India. In the last 40 years It has carved out a place for itself as a main stakeholder on behalf of physics students, and physics teachers. With the rolling out of National Education Policy 2020 there is a paradigm shift in curricular frame work, content delivery and deployment of multi-disciplinarity tie-ups for implementation. As a result, responsibility of IAPT has increased manifold to see that physics not get sidelined as a subject in the emerging scenario of STEM Education, particularly in the secondary years of a learner. IAPT’s concerns, are broadly in three areas viz Quality, Pedagogy and Research Tools. Presentation will try to look at these aspects, to chart a set of strategies for IAPT to indulge in and attract talented students to Physics.
    • Pratibha Jolly

      Dynamic and creative teaching-learning environments have long included action-learning in various measures. The presentation will draw on specific examples of personal work with physics students spanning several decades. Collaborative student projects were used for embedding innovation and enterprise in curricular, co-curricular and action-learning in transdisciplinary contexts. Parallel thrust has been on building capacity of physics educators and involving them at all stages. Focus will be on transferable generic skills; and further, the mindset and attitudinal change for transformative change. An overarching perspective on realigning curriculum development and mainstreaming pedagogic innovation will be discussed, highlighting challenges, opportunities and implementable action plans.
  • Tea (11:00)
  • Session VIII (11:30 to 13:00) Chair: Ameeya Bhagwat

  • Invited Talks (30+10 mins each)

    • Dipan Ghosh

      Teaching quantum mechanics present challenges which one does not encounter in subjects which preceded it in the university curriculum. Quantum physics presents a paradigm shift with concepts which are abstract and often counterintuitive. What makes the subject even more complex is that there are different interpretations of quantum mechanics some of which are often contradictory to one another. Though a traditional teaching of the subject offers the more familiar Copenhagen interpretation as the standard, recent developments have made it desirable that the students be exposed to the alternative interpretations such as the hidden variable theory and many world interpretation.
    • Vijay Singh

      We give a flavour of Physics Education Research (PER) by highlighting a few trends: (i) Discussion of Concept Inventory (CI) which is a set of carefully crafted multiple choice questions designed to elicit misconceptions which a student and even a scientist may harbour. For example if a wire carrying a current is snipped, do the electrons spill out? Granted that action and reaction are equal and opposite; are they simultaneous? (ii) Peer instruction method which ensures an interactive and lively classroom and in which the instructor is more a facilitator than a "lecturer". (iii) A method we call "Demonstrate, Derive and Demonstrate" (DDD) which we believe can gainfully bring to the Indian classroom. We show using a few examples how PER helps improve teaching, enriches mainstream content research and develop genuine empathy for the students. The influence of Prof. Arvind Kumar, Drs K K Mashood, Praveen Pathak and HBCSE colleagues on my PER work will be gratefully acknowledged. Nurturing science talent both at the school and college level is another issue which should concern us. We shall briefly describe two such efforts: the Science Olympiad Program and the National Initiative on Undergraduate Science, both midwifed and hosted at HBCSE. It is not possible to do justice to them in a short presentation such as this. We shall restrict ourselves to a few reminiscences about their early phase and a few (hopefully cogent) remarks about their evolution as an institution. The pioneering role of Prof. Arvind Kumar and the complementary role of the Indian Association Physics Teachers (IAPT) will be acknowledged.
  • Lunch (13:00)
  • Special Session in honour of Prof. Arvind Kumar: 14:00 hrs onwards
    • Celebration of Prof. Arvind Kumar's life and career through reminiscences and tributes
    • High Tea (18:00)