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Practical work is widely seen as an integral part of school science. Research and teacher guidance have tended to consider practical work in science, rather than in individual science subjects or topics. This study used a questionnaire of selected- and open-response items to probe the views and reasoning of a sample of 43 pre-service teachers in England about the considerations that influence their use of practical work. Responses indicated a strongly positive view of the value of practical work to support a range of learning outcomes. A majority of respondents thought that the usefulness of practical work varies across topics due to differences in what can be directly observed and in potential to challenge learners' ideas. Responses showed awareness of the key role of practical work in linking observations and ideas, but also highlighted challenges in applying broad principles about practical work to content-specific examples and a limited awareness of the range of possible types of practical activity. The study supports the view that researchers and advocates of practical work should engage with issues at a smaller grain size than hitherto in order to gain a better understanding of teachers' decision-making and enable more effective classroom practices.

This qualitative, questionnaire and interview-based study explores how pre-service physics teachers think about the role that mathematics plays in the teaching and learning of physics at university and school level and whether these views change during their pre-service teacher education. Many of the pre-service teachers were aware of the complex relationship between these two subjects at university level, noting that success in mathematics can often mask a lack of conceptual understanding in physics and that there can be a disconnect between the physics and mathematical aspects of undergraduate courses. At school level, many stressed the importance of a focus on conceptual understanding and that technical competence in mathematics lessons does not always transfer to physics lessons. Almost all the pre-service physics teachers changed their views during the year, often in response to their classroom experiences. As they became more attuned to the difficulties students faced with respect to the mathematical challenges involved in learning physics, many took a more pragmatic position that balanced the role of mathematics in physics with acceptance that they must respond to student needs. We suggest that these changing views can be framed in terms of two "re-orientations." A disciplinary re-orientation where the role that mathematics plays in order to be successful in physics is reassessed, and a pedagogical re-orientation that attends to pragmatic, teaching considerations. We recommend that direct attention to the role of mathematics in school physics should be an integral part of pre-service physics teacher education in order to encourage these re-orientations.

The bicycle is one of the greatest locomotive machines ever invented. It is also a perfect vehicle for you to teach some of the ideas that are taught in forces topics to 11- to 16-year-olds. In this article we look at some of the ways in which you can use the bicycle and cycling to provide an alternative and engaging context for teaching some of these ideas.

When qualifying as a secondary school physics teacher in England, the statutory guidance is generic and very little subject-specific detail is offered. There is a lack of a clear, shared understanding of the subject-specific attributes that newly-qualified physics teachers are expected to have. This exploratory study reports the findings of a questionnaire that asked various stakeholders--including physics teachers, trainees and teacher trainers--to identify what they regard as the attributes of a 'good' physics teacher. From our analysis we present a set of attributes of a good physics teacher and consider how these may be grouped into themes that could provide a way to explore these expectations. We pay particular attention to the subject-specific, and consider how our findings align with the existing literature base.

It is common for high school physics teachers to comment on the challenges they face in supporting students' graph drawing skills, knowing their importance for the study of physics. This paper suggests a novel and alternative way to support students to develop their graph drawing skills as well as teach them about sound, frequency, and amplitude. Rather than equipment-heavy demonstrations using a microphone, loudspeaker, oscilloscope, and signal generator, I suggest approaching the topic through birdsong and spectrograms.

Aims Differentiating near-field (NF) and far-field (FF) electrograms (EGMs) is crucial in identifying critical arrhythmogenic substrate during ventricular tachycardia (VT) ablation. A novel algorithm annotates NF-fractionated signals enabling EGM peak frequency (PF) determination using wavelet transformation. This study evaluated the algorithms' effectiveness in identifying critical components of the VT circuit during substrate mapping. Methods and results A multicentre, international cohort undergoing VT ablation was investigated. VT activation maps were used to demarcate the isthmus zone (IZ). Offline analysis was performed to evaluate the diagnostic performance of low-voltage area (LVA) PF substrate mapping. A total of 30 patients encompassing 198 935 EGMs were included. The IZ PF was significantly higher in sinus rhythm (SR) compared to right ventricular paced (RVp) substrate maps (234 Hz (195–294) vs. 197 Hz (166–220); P = 0.010). Compared to LVA PF, the IZ PF was significantly higher in both SR and RVp substrate maps (area under curve, AUC: 0.74 and 0.70, respectively). The LVA PF threshold of ≥200 Hz was optimal in SR maps (sensitivity 69%; specificity 64%) and RVp maps (sensitivity 60%; specificity 64%) in identifying the VT isthmus. In amiodarone-treated patients (n = 20), the SR substrate map IZ PF was significantly lower (222 Hz (186–257) vs. 303 Hz (244–375), P = 0.009) compared to amiodarone-naïve patients (n = 10). The ≥200 Hz LVA PF threshold resulted in an 80% freedom from VT with a trend towards reduced ablation lesions and radiofrequency times. Conclusion LVA PF substrate mapping identifies critical components of the VT circuit with an optimal threshold of ≥200 Hz. Isthmus PF is influenced by chronic amiodarone therapy with lower values observed during RV pacing. [ABSTRACT FROM AUTHOR]