The Physics of a Gunshot
The physics of a gunshot involves several stages: first, the rapid combustion of gunpowder creates high-pressure gas to propel the bullet down the barrel (internal ballistics). After exiting the muzzle, the bullet's motion is governed by projectile motion, experiencing both horizontal (relatively constant) and vertical (decreasing due to gravity) components of velocity, following a parabolic path. Its flight is also affected by air resistance, which depends on its shape, velocity, and spin from rifling. Upon impact, the bullet transfers its energy, causing tissue damage and a temporary cavity through cavitation, and its effects depend on its velocity and the resistance of the impacted material. The act of firing creates a loud bang from the expanding gases and a recoil force on the firearm, explained by Newton’s third law.
Why do I describe the Physics act of a gunshot? Quite simply, it draws on the difficult world we live in and also how a country can quite quickly, without long term strategic thinking shoot itself, not only in one foot but arguably both feet, potentially undermining the very foundations of science, innovation and research for a brighter future for UK Plc. The importance in the understanding of physics in our world today remains critical. The importance of in-field trained physics teachers remains fundamental to a subject, which has delivered for UK plc.
Why Physics Matters
Physics knowledge has created inventions ranging from fundamental technologies like electric power generation and radio, derived from Maxwell's laws, to essential tools such as transistors and micro-chips, leading to computers and mobile phones, and advanced medical equipment like MRI scanners, all enabled by physics principles like electromagnetism and quantum mechanics. Furthermore, TVs, lasers, electric vehicles and even contributions to the understanding of gravity, which underlies all transportation and construction.
So why are we so quick to undermine our future young people, the innovators and developers of the future, with out-of-field physics teachers (and chemistry teachers too) in secondary schools, for example, to give them the love, knowledge and fundamental understanding of key principles? Why in education, do we feel the need to dismantle core teacher support infrastructure—from lack of continuing professional development, increased workloads to not connecting the real world of physics—so teachers feel inspired and armed with the tools to deliver a future cohort of young people entering our workforce?
The IOP Report
The release of the latest Institute of Physics Report ‘The Physics Teacher Shortage and Addressing it through the 3R’s: Retention, Recruitment and Retraining’ shines a laser-focused beam that an equitable education system will improve life chances for all young people, improving national productivity. The report highlights the critical shortage of specialist physics teachers, due to low recruitment and high attrition, with 44% of physics teachers no longer teaching in state-funded secondary schools after qualifying—resulting in only 58% of physics lessons at GCSE being taught by an out-of-field teacher!
This lack of experience and specialism in physics classrooms is affecting pupils and arguably the nation, at a time of increasing skills gaps and industry concern about future talent. The data is stark. The Parliamentary Office of Science and Technology recently found that skills shortages across STEM are costing the UK economy at least £15bn per year. In 2019, it was estimated that physics-based industries contributed in excess of £190bn to the economy. This crisis in physics teaching is not simply an education one, it is an economic one. There are still over 300 schools that have no students progressing to A-level Physics. Charles Tracy at the launch of this report referred to the issue as scandalous.
Recommendations
The IOP’s report recommends a ten-year funded plan to drive three key pillars of retention, recruitment and retraining, the 3 R’s, with much firmer foundations around key cross-cutting themes. The returns on a modest £12m per annum could be over £1.1bn per annum.
As the report highlights, with decreasing attrition rates, improved recruitment and ensuring retraining of teachers, there is every possibility in the timeframe to reverse the trends. In terms of retention, reducing workload and improving well-being, while considering incentives and opportunities to treat the sciences as separate subjects are all recommendations. Increasing support to recruitment practices and improved incentives for applicants, ITE providers and placement schools, may all contribute to increasing the numbers of specialist physics teachers. Retraining teachers by ‘turbo-charging’ and ‘intensifying’ retraining courses, may help in retaining teachers in the classroom too.
As part of the foundations, a key drive has to be making teaching more professional and rewarding. News reports around exam results time always feature the end result, pupils sharing their successes and challenges. One does have to go back to dismantling of some key infrastructures in supporting teachers in the classroom, from both CPD to insight programmes that helped teachers link the curriculum to the real and rapidly moving world of work.
The Role of STEM Learning
The public never hear about the reasons of poor performances or issues around teacher shortages in key subjects. That honesty needs to change and current and future Governments must see this teacher shortage crisis not only as an education crisis but one that is economic and fundamentally financially beneficial to UK plc too.
As National Lead at STEM Learning, involved in helping to solve the STEM Skills crisis, I recognise our key role in addressing the industrial strategy foci, inspiring a new generation to see STEM as a growing, financially rewarding sector and an exciting career destination of choice. It cannot happen without fundamental support to teachers and technicians. STEM Learning exists to improve the lives of young people through STEM education. We work with government, employers and educators to improve diversity in the STEM workforce, increase social mobility for young people through improved employment prospects and reduce skill shortages. This leads to economic growth and a highly skilled workforce, contributing to the UK becoming a STEM superpower.
To meet the needs of science teachers, including physics teachers at all career stages, our CPD is designed to develop a secure understanding of the science concepts within the science curriculum as well as knowledge of a range of teaching, learning and assessment strategies appropriate for delivering the science curriculum. The CPD support aligns to teachers’ wider professional development frameworks, including the Early Careers Framework and National Professional Qualification in Leading Teaching by providing quality assured, easy-to-implement, teaching and learning resources, while ensuring that teachers and technicians can easily access CPD based on their context. STEM Learning’s wraparound support before, during and after CPD, including peer-to-peer support via local networks as well utilising our STEM Community, ensures there is no one-off support, but an on-going, well networked level of support, that drives improvements to teaching and learning, while rewarding and allowing teachers to become subject experts.
STEM Learning is working across education, research and the wider STEM sector, to support the delivery of STEM related lessons and activities. This aims to enhance educators’ subject knowledge and understanding, so that lessons are based on scientific and technological evidence and increase students’ understanding of STEM and implications of STEM in the world of work.
STEM Learning not only provides CPD courses but opportunities for teachers and technicians in schools to engage with STEM Ambassadors who work within STEM settings, and STEM enrichment opportunities. STEM Ambassadors, for example, are inspiring volunteer role models who give their time and enthusiasm for free to bring STEM subjects to life, demonstrate the value of STEM to society and illuminate the incredible career pathways open to young people. They share their everyday experiences in STEM, build confidence and show young people that they can aspire to a rewarding and successful STEM career.
Destination STEM programmes offer opportunities to young people to improve their voice and confidence through student experience placements, mentoring and through schools, engaging in intensive STEM camps, all geared to addressing the talent pipeline and skills base for STEM in the real world of work. We need a new generation to maintain the UK as a significant innovator and developer of science, technology and engineering solutions, including disruptive innovation, offering solutions for the greater good.