Karlsruhe physics course

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The Karlsruhe Physics Course ( KPK for short ) is a proposal for the restructuring of physics teaching in schools and universities, developed by physics didacticians (in particular Gottfried Falk , Wolfgang Ruppel , Friedrich Herrmann ) at the Institute for Didactics of Physics at the University of Karlsruhe . In addition, the physico-chemist Georg Job made important contributions to this course.

The main aim of the course is to convey the competencies in the physical subjects mechanics, thermodynamics, electricity and atomic physics more effectively than in conventional courses through a balancing concept based on Gibbs' formulation of thermodynamics. The Karlsruhe physics course is subject to controversial subject-matter and didactic discussions. An independent proof of the effectiveness has not been provided.

In an expert report commissioned by the German Physical Society (DPG) and published on February 12, 2013, the technical foundation of the Karlsruhe physics course is discussed. The DPG strongly advises against employment in physical education.

content

The central element of the course is the distinction between intensive and extensive quantities and the formulation of balance equations . Networking is sought through conceptual analogies across various sub-areas of physics. This should be done because extensive quantity-like quantities such as electrical charge , entropy or momentum and their intensive partner quantities such as electrical potential , temperature or speed are always spoken of, and the idea is emphasized that a difference in intensive quantity is one Means drive for the current of the respective extensive partner size.

In mechanics , the impulse is placed at the beginning. It is understood as a "substance-like" quantity that, like the charge in electricity theory, can be "stored" in one body and transferred to another. The impulse is thus introduced as a “basic quantity” with the unit “Huygens”, which does not exist in the prevailing international system of units . The reason for the introduction of the new basic quantity is that the momentum of classical mechanics is only the special case of a general concept of momentum. The transfer of impulse from one body to another is called impulse current, analogous to the theory of electricity. Instead of the force , there is therefore the pulse current intensity . It is the cause of accelerations and mechanical tension. The direction of the pulse current is determined by an arbitrary convention, similar to the direction of the electric current. This makes it dependent on the orientation of the coordinate system. In a homogeneous liquid without shear forces, the pressure in this picture would have the designation momentum current density (momentum current strength through cross-sectional area). However, the importance of the momentum current density goes beyond that of the pressure, since it is a tensorial quantity, whereas the pressure is only a scalar one . This has to be passed over into the university concept in the classroom, but it also enables a consistent description of tensile, shear and shear forces.

In thermodynamics , the Karlsruhe concept means that the complicated but fundamental quantity entropy (see 2nd law of thermodynamics ) is introduced much earlier than usual. According to the Karlsruhe didactic experts, this is what happens. a. as an exact and at the same time understandable specification of ideas, which are called warmth in everyday language . The non- SI-compliant unit "Carnot" is used.

In atomic physics , the usual atomic models, for example Bohr's atomic model , are dispensed with. Instead, the electrons in the atom are modeled by what is known as electronium . Accordingly, electronium is a continuous fictitious substance distributed over the entire atom, the density of which is given by the quantum mechanical probability density .

Teaching use and further developments

From 1988 to 1992, the Karlsruhe physics course was tested at around 20 schools in Baden-Württemberg ; from 1994 onwards, there was a special clause in the education plan of this state that allowed the course materials to be used in lessons. In 2004, the textbooks for the course in the state of Baden-Württemberg for lower secondary level were approved. At the Europa-Gymnasium Wörth in Rhineland-Palatinate , where the physics course is being tested, the Abitur was also passed in a special course in 2012 based on this model.

The Karlsruhe physics course was also tested at some grammar schools in Shanghai , and in September 2014 a textbook based on the Karlsruhe physics course was approved as a textbook in China. Translations are also available in English, French, Italian, Russian, Swedish and Spanish.

At the same time as the Karlsruhe physics course, Andrea diSessa also suggested using the momentum current in teaching elementary mechanics. In his publication, however, it becomes clear that he did not consider using this concept in lower secondary education. He also points out that, in contrast to electrical current, with impulse current, measurement of the current direction is not possible.

Building on the Karlsruhe Physics Course is at the Winterthur Zurich University of Werner Maurer and Hans Ulrich Fuchs , the physics of dynamical systems have been developed that system dynamics modeling technique used and on the mathematical language of continuum physics oriented. At today's Zurich University of Applied Sciences , physics is taught in several engineering courses on this basis.

reception

After critical statements by the German Association for the Promotion of Mathematical and Scientific Education MNU , a symposium was held in 1998, which resulted in a certain convergence of viewpoints.

Expert opinion of the DPG

The German Physical Society (DPG) had an expert opinion on the Karlsruhe physics course prepared in 2012, which was supplemented in 2013, but is not undisputed. As a result, the DPG clearly rejects the physics course. She justifies her rejection with the fact that the Karlsruhe physics course creates a fundamentally wrong idea of physics and teaches the students concepts that are questionable or incorrect in terms of content. For example, the direction of the pulse current is an arbitrary convention and cannot be verified experimentally . In addition, the DPG criticizes the interpretation of entropy as “heat”. In thermodynamics, the term heat stands for a clearly defined process variable (e.g. one speaks of the "generated" or "absorbed heat energy"), which is to be separated from the state variable "entropy", as is already the case with the various units see. Finally, she criticizes that the formulations of the Karlsruhe physics course are so far removed from the established technical language that they cannot be understood by any technician or scientist , not even at the university.

"The KPK is just as unsuitable as a basis for physical education as it is as a guideline for formulating physical curricula or educational plans. The German Physical Society strongly advises against using the KPK in physical education. "

- Bartelmann et al. (Expert group of the DPG) : Expert opinion on the Karlsruhe physics course

literature

  • Udo Backhaus: The transport of energy through electrical currents and electromagnetic fields . Westarp Sciences , 1993, pp. 9–15 ( PDF )
  • HA Buchdahl: Remarks on a proposed up-to-date approach to physics . In: American Journal of Physics . Volume 56, Number 9, 1988, pp. 853-855 ( doi: 10.1119 / 1.15446 ).
  • Marion Budde, Hans Niedderer, Philip Scott u. John Leach: The quantom atomic model 'Electronium': a successful teaching tool . In Physics Education . Volume 37, number 3, 2002, pp. 204-210 ( PDF ).
  • Andrea diSessa: Momentum flow as an alternative perspective in elementary mechanics . In: American Journal of Physics . Volume 48, Number 5, 1980, pp. 365-369.
  • Friedrich Herrmann, G. Bruno Schmid: Statics in the momentum-current picture . In: American Journal of Physics . Volume 52, Number 2, 1984, pp. 146-152.
  • Wolfhard Herzog: The Karlsruhe physics course. Demands and contradictions of a didactic concept . In: Mathematics and science lessons . Volume 60, Number 8, 2007, pp. 500-504.
  • Jörg Hüfner, Rudolf Löhken: Entropy in School . In: Mathematics and science lessons . Volume 64, Number 4, 2011, pp. 217-223.
  • Florian Karsten, Tobias Koch, Franz Kranzinger u. Matthias Theis: planets, clouds or black boxes? How can we describe atoms in school in a didactically meaningful way? . In: Physics Journal . Volume 10, Number 11, 2011, pp. 39-42.
  • Erich Starauschek: Results of an evaluation study on physics lessons after the Karlsruhe physics course In: Journal for the Didactics of Natural Sciences . Volume 8, 2002, pp. 7-21. ( PDF ).
  • Erich Starauschek: Results of a student survey on physics school books . In: Journal for Didactics of Natural Sciences . Volume 9, 2003, pp. 135-146 ( PDF ).
  • Janez Strnad: On the Karlsruhe physics course . In: European Journal of Physics . Volume 21, number 4, L33, 2000 ( doi: 10.1088 / 0143-0807 / 21/4/106 ).
  • Janez Strnad: 'Electronium'? No thanks . In: Physics Education . Volume 38, Number 3, 2003, pp. 268-269 ( doi: 10.1088 / 0031-9120 / 38/3/605 ).
  • John W. Warren: 'Electronium'? No thanks . In: Physics Education . Volume 38, number 3, 2003, p. 268 ( doi: 10.1088 / 0031-9120 / 38/3/605 ).
  • John W. Warren: 'Energy and its carriers: a critical analysis . In: Physics Education . Volume 18, Number 5, 1983, pp. 209-212 ( doi: 10.1088 / 0031-9120 / 18/5/306 ).
  • Keno Will: Possible advantages and disadvantages of the Karlsruhe physics course - a basis for discussion . In: Mathematics and science lessons . Volume 62, Number 2, 2009, pp. 102-109.

Web links

Notes and individual references

  1. ↑ After Prof. Herrmann's retirement, the institute was transformed into the Department of Didactics of Physics and affiliated to the Institute for Theoretical Solid State Physics.
  2. ↑ Falk, Ruppel; Energy and Entropy, p. 125; Springer Verlag, 1976
  3. ↑ a b Statement by the DPG
  4. ↑ a b Statement by Friedrich Herrmann on the opinion of the DPG of March 25, 2013, accessed May 9, 2020 (PDF; 541 kB)
  5. ↑ Didactic information on the teaching unit "Atomic Physics for Secondary School I"
  6. ↑ KPK homepage
  7. ↑ Homepage of the Europagymnasium Wörth
  8. ↑ Tasks for the written Abitur examination 2012 of a KPK advanced course
  9. ↑ Newspaper report (PDF; 148 kB)
  10. ↑ Chinese textbook
  11. ↑ KPK homepage
  12. ↑ Andrea diSessa: Momentum flow as an alternative perspective in elementary mechanics. In: American Journal of Physics. Volume 48, Number 5, 1980, pp. 365-369.
  13. ↑ SystemPhysik: Physics of Dynamic Systems , accessed on March 13, 2014
  14. ↑ Werner Maurer: Systems Physics in Winterthur , accessed on March 13, 2014
  15. ↑ SystemPhysik: ZHAW , accessed on March 13, 2014
  16. ↑ Protocol of the MNU symposium Karlsruhe physics course - Pros and Cons (PDF; 135 kB)
  17. ↑ a b Report of the DPG on the Karlsruhe physics course as pdf
  18. ↑ Supplementary remarks on the DPG report on the Karlsruhe physics course (PDF; 353 kB)
  19. ^ Minutes of the general assembly of the Fachverband Didaktik der Physik in the DPG on February 26, 2013 (PDF; 48 kB)
  20. ↑ 24 professors of theoretical physics (PDF; 97 kB) request the DPG board to withdraw the recommendation with immediate effect
  21. ↑ Reply to the opinion of the DPG (Friedrich Herrmann, February 25, 2013; PDF; 5 MB)