IOP reveals the big physics ideas everyone should know

The Institute of Physics (IOP) has today released the big physics ideas which all young people should learn about at school to help them navigate the modern world.

With government reviews of the secondary curriculum in England, Scotland and Northern Ireland underway the IOP has called for physics curricula in the UK to focus on core physics ideas which make sense of our environment, underpin future technology and can inspire young people from all backgrounds to imagine a future in the sciences.

The fundamentals of 11 to 19 physics was developed by an expert committee of physicists and teachers and sets out 15 core principles of physics children should be taught.

The ideas include explanations for everyday technology and phenomena, like how energy is dissipated when you drive a car and how this links to climate change. There are also concepts which could underpin the next great tech breakthrough, such as the divisibility of atoms which could unlock nuclear fusion, as well as the astonishing scale of the universe.

The report also calls for an emphasis in schools on ‘physics thinking’ to help young people think through problems, combat misinformation, challenge their preconceptions, and make informed judgements on big global issues such as climate change.

Louis Barson, Director of Science, Innovation and Skills at the IOP, said: “A lasting understanding of the ‘big ideas’ of physics is a must-have in the modern world. Physics underpins much of our everyday technology and can help us solve some of the biggest challenges facing humanity.

“Physics also prepares young people for a staggering range of careers, from digital and tech to cutting-edge medical diagnostics. And it helps them make sense of our information-rich society, giving them the scientist’s tools to solve problems and sort fact from fiction.

“The England-wide curriculum review is an opportunity to put this into practice in England and equip all young people for the demands of a rapidly changing economy. We need to keep the sciences and the ‘big ideas’ of physics at the heart of the 11-19 curriculum and taught in every secondary school and college.”

Five big physics ideas – and their relevance to the modern world

1. Dissipation, or why we will always need energy resources: Many people will have learned in school that energy cannot ‘be created or destroyed’. They may wonder why, if that is the case, there is an energy crisis that leaves us reliant on fossil fuels and scrambling for renewables. It is because, in most activities – like shining a torch or driving a car – energy is dissipated. Before the activity, energy is stored in a useful, concentrated way by an energy source such as a battery. After the activity, the energy is stored in a less useful way – like a tiny temperature rise of the surrounding air. In modern life: we will always need more ‘useful energy sources’ and always need ways to reduce energy waste. Not only does this affect our energy bills but it will also determine how quickly we can begin to combat climate change.
2. Particles, or knowing about what we cannot see: The particle model of matter tells us that all matter, including living things, is made of particles called atoms. The way these particles move and interact explains how solids melt, how wood burns and even how cells build proteins. This is a prime example of ‘physics thinking’, explaining the world we see by making predictions based on its constituent parts and testing them again and again until we are satisfied our explanations work. In modern life: Being able to imagine solutions based on unseen mental models, test ideas and rely on evidence goes beyond physics and helps us to understand political systems, aspects of human behaviour, and even our personal finances.
3. Atoms are not indivisible. Atoms are not, as many of us may have learnt, the smallest possible particle. They are made of even smaller subatomic particles – protons, neutrons, and electrons. In modern life: Knowledge of the structure and behaviour of the atom and its parts is helping to develop new ways of generating electricity – such as solar panels and nuclear fusion – that do not rely on fossil fuels.
4. How things move, or seeing things from a different perspective: Counter-intuitively, moving objects do not need to be pushed to keep them moving. Instead, forces change their speed or stop them. For example, if you are on a bus and it brakes suddenly, it feels as though you are flung forward. However, from a viewpoint outside the bus, it is clear that the bus stopped and you carried on moving. In modern life: This counter-intuitive idea helps students to develop two important skills: being able to look at things from a different angle; and being open to change their view based on observation and reason.
5. Cosmic scale, or dealing with baffling numbers: The universe is estimated to be about 14 billion years old, spreading over vast distances, while the Earth has existed for about 4.5 billion years. Humans, on the other hand, first appeared about 315,000 years ago. In other words, the universe is about 50,000 times older than human life – we are but a speck in the life of the universe. In modern life: Being able to handle hugely different scales like thousands, millions and billions of years – often used in ‘bad’ science to give false weight to claims – gives us the tools to navigate explanations and challenge misinformation. It also reminds us, quite simply, of the wonder of our life in our vast universe.