1. 1 Local experiences in Science Education in Asia-Pacific NEW WAYS OF TEACHING SCIENCE AND MATHEMATICS DOING MORE WITH LESS Prof. Dr. M. Shamsher Ali President, Bangladesh Academy of Sciences and Vice-Chancellor, Southeast University, Bangladesh

2. 2 Abstract A look at the mathematics and pure science enrolments in the universities in Asia and the Pacific shows that these have been declining over the years. The problem of Mathematics and Science Education has also been echoed in the meeting of the Education Ministers of the Commonwealth from time to time. The problems that have been identified in Asia and the Pacific are the following:

3. 3 1.Dearth of adequate Science and Mathematics teachers in the region. 2. A lack of suitable training programmes to update the teachers on the latest pedagogical tools and techniques for Mathematics and Science Education. 3. Lack of interest of students in Science and Mathematics simply because they can not relate what they have learnt in Science and Math to what they observe in Life and Environment.

4. 4 4. Since Science is basically “Doing things”, simple facilities for doing science experiments are a must. It is painfully true that such facility do not exist in many countries in Asia and Pacific. 5. Lack of job opportunities for Science graduates in the region. This is simply due to the fact that many countries in the region have reduced themselves to indenting countries rather than manufacturing ones. 6. Lack of proper financial incentives for Science teachers at the primary and secondary levels.

5. 5 In Bangladesh, the local experience has been that unless a dramatic change is brought about in the factors outlined above, not more than fifteen percent (15%) of the high school graduates are likely to end up in university science education. That is the current practice. The Bangladesh Academy of Sciences (BAS) addressed this issue and identified the lack of laboratory facilities as a major stumbling block in Science Education. It brought out a report through conferences and round table discussions suggesting that the syllabus-based Science experiments must be performed in an innovative manner using local and indigenous materials. Thus, the idea of the hour seems to find out new ways of teaching Science and Mathematics. Hence the title of the present paper. This paper proposes some approaches towards teaching Science and Mathematics. In Bangladesh, the local experience has been that unless a dramatic change is brought about in the factors outlined above, not more than fifteen percent (15%) of the high school graduates are likely to end up in university science education. That is the current practice. The Bangladesh Academy of Sciences (BAS) addressed this issue and identified the lack of laboratory facilities as a major stumbling block in Science Education. It brought out a report through conferences and round table discussions suggesting that the syllabus-based Science experiments must be performed in an innovative manner using local and indigenous materials. Thus, the idea of the hour seems to find out new ways of teaching Science and Mathematics. Hence the title of the present paper. This paper proposes some approaches towards teaching Science and Mathematics.

6. 6 1. Introduction: The approaches of this paper include: a. Teaching both science and mathematics in an integrated manner b. Ways and means of creating interest in science and mathematics education c. Making things look easy and relevant to life and environment

7. 7 2. Mathematics Interest in mathematics can be created primarily through creating interest in geometry. Children could be given toys of different geometric shapes and could be asked to play with them. In fact, while teaching them alphabets, they could be encouraged to write all alphabets using only three things namely, a point ●, a straight line and a half circle For higher classes, the geometry of DNA, the Master Molecule of Life could be of great interest. For secondary school students, conic sections can be a matter of fun and delight.

8. 8 Conic sections: a point, a straight line, a circle, a parabola, a hyperbola should be realized as sections of the cone by students themselves.

9. 9 A highly eccentric ellipse degenerates into a pair of straight lines. Glass with water

10. 10 Equation of Ellipse: A highly eccentric ellipse degenerates into a pair of straight lines Mathematical Relations governing growths and forms

11. 11 If one looks at the geometrical structure of sunflowers and pineapples, the proportions in which the different petals and edges are rearranged are in a Fibonacci fashion. A similar structure can be observed if one studies the patterns in nature, which give a wonderful illustration of bionics.

12. 12 Fishes Fishes

13. 13 One may ask if there are any mathematical relations governing growth and form. A straight answer may be difficult to give. As D’arcy Thompson pointed out in his book titled “On Forms and Shapes”, that in case of fishes, the shape of one can be related to that of another by mathematical transformation. If a little oceanic fish by the name of Argyropelecus olfersi is placed on a Cartesian paper and if its outline is transferred to a system of oblique coordinates whose axes are inclined at an angle of 700, then we get the mathematical figure of a fish which actually represents a simple shear of the first fish.

14. 14 But it is indeed fascinating to note that such a fish by the name of sternoplys diaphana actually exists in nature. No wonder Dirac, the celebrated theoretical physicist of all times pointed out that God is the greatest mathematician. The humans have discovered through the discovery of force laws and the way numbers work in nature that without the use of mathematics, life forms would find it difficult to survive.

15. 15 Fractals

16. 16 Use of Geometry by the wasp

17. 17 Mathematics and Common sense Two concentric circles One of circumference 25,000 feet ------------- Another of circumference (25,000+20) feet. Would a pea pass through the gap between the two circles?

18. 18 Five 9 inches football would pass through. Mathematics is not always common sense !

19. 19 3. Science Q: How much to teach? A: The Fundamental Principles. Science is "doing" things? Where are the Kits? Experiments should be innovative Experiments should have an element of fun and delight.

20. 20 Figure: Two pitchers having openings at different heights.

21. 21 Example: Water finds its own level. Consideration of Cultural practices in devising experiments: UNESCO : 700 Experiments Teaching Science and Mathematics in an integrated and interdisciplinary manner

22. 22 Principle of heat exchange Potato

23. 23

24. 24

25. 25

26. 26

27. 27 TO FROM   ELECTROMAGN ETIC CHEMIC AL NUCLEARTHERMA L KINETIC (MECHANI CAL) ELECTRICALGRAVIT ATIONA L ELECTROMA GNETIC Chemilum inescence (fireflies) Gamma reactions (Co 60 source) (A-bomb) Thermal radiation (hot iron) Acceleratin g charge (cyclotron) Phosphor Electromagneti c radiation (TV transmitter Electroluminesc ence Unknown CHEMICALPhotosynthesis (plants) Photochemistry (photographic film) Radiation catalysis (hydrazine plant) lonization (cloud chamber) Boiling (water/ste am) Dissociati on Dissociation by radiolysis Electrolysis (production of aluminium) Battery charging Unknown NUCLEARGamma-neutron reactions Be 9 + y  Be 8 +n Unknown THERMALSolar absorber (hot sidewalk) Combusti on (fire) Fission (fuel element) Fusion Friction (brake shoes) Resistance heating (electric stove) Unknown Matrices

28. 28 KINETICRadiometer Solar Cell MuscleRadioactivi ty (alpha particles) (A-bomb) Thermal expansion (turbines) Internal combustion (engines) Motors Electrostrict ion (sonar transmitter) Falling objects ELECTRICALPhotoelectricity (light meter) Radio antenna Solar cell Fuel cell Batteries Nuclear battery Thermoelectricity Thermionics Thermomagetism Ferroelectricity † MHD Conventio nal generator Unknown GRAVITATIO NAL Unknown Rising objects (rockets) Unknown †Magnetohydrodynamics Table: Energy Conversion Matrix So far we have discussed the instructional management of the sheep (the students); it would be in order to say a few words about the management of the shepherds (teachers)

29. 29 Examples of matrix elements: a fire fly Chemiluminescence

30. 30 Solar cell (Matrix element: Electromagnetic to electrical)

31. 31 Hydro electrical Plant:

32. 32 Matrix element: Kinetic to electrical

33. 33 4. NATURE AS TEACHER: Consider for example a pond which is found in almost all countries. A pond can be a very good example of studying numerous flora and fauna.

34. 34 King fisher

35. 35 Insects walking on the water surface of the pond using the property of surface tension of water.

36. 36 Frogs spawning in masses of grey jelly floating on the warm water.

37. 37 Tadpoles wriggling among the weeds.

38. 38 Water snails on the edge of the pond or on the stems of water plants, devouring all kinds of rotting matter and keeping the water of the pond clean.

39. 39 Water snake swimming gracefully.

40. 40 Pond-beatles attacking smaller creatures savagely.

41. 41 Pond Skate gliding on the water.

42. 42 Water scorpions Water scorpions

43. 43 Water spider

44. 44 Brilliant dragon-flies

45. 45 Water lilly Water lilly

46. 46 Duckweed

47. 47 Water hyacinths

48. 48

49. 49 All the organisms that dwell in the pond may serve to give an illustration of bio-diversity existing even in a limited area of nature. So far we have discussed the instructional management of the sheep (the students); it would be in order to say a few words about the management of the shepherds (teachers)

50. 50 5. From the management of the sheep to that of the shepherds Tending sheep has been regarded as a holy job and most of the Prophets who were given Divine Messages were regarded basically as teachers (Ustads) and were shepherds. The teachers of all subjects in general, and of science and mathematics in particular, must be accorded the honor for meeting the challenges of the times. They must also be given incentives. In this connection, I am reminded of a book titled “The Man Who Counted” authored by Malba Tahan[3]. In this book which is a collection of mathematical adventures, is given the legend of Beremiz Samir who, coming from the village of Khoi in Persia, was a shepherd and used to tend vast flocks of sheep.

51. 51 For fear of losing lambs and therefore being punished, he counted them several times a day. He became so good in counting, that he could count all the bees in a swarm and all the leaves in a tree. Satisfied with his mathematical agility his master granted him four months’ leave. During this leave he showed wonderful feats to many, and finally was offered the post of Vizier by Caliph al-Mutasim of Baghdad. But Samir did not accept the post. Science and Mathematics teachers do not want to be Viziers but they at least want to be paid reasonable salaries so that for purposes of meeting the costs of living, they do not take up many jobs and can remain faithful to one profession only, namely teaching.

52. 52 In some of the countries of Asia and presumably of other continents, teachers’ salaries are very low, and as a result they often do other jobs to the detriment of their own profession. This practice must be stopped. A recommendation that could be made in respect of salaries of science and mathematics teachers is that once a teacher is evaluated for his qualification, experiences and teaching potential, his salary could remain the same whether he works in a school, college or university. In other words, a teacher should be judged by his intrinsic merit and not by the place he is working in. Universities cannot flourish if schools are neglected. We must remember the saying “The battle of Waterloo was won in the playground of Eton”.

53. 53 6. Conclusion: Science and mathematics are the essential tools for the study of nature. While utmost care should be taken to attract students to these basic subjects through teaching in a delightful manner, the teachers to be appointed must be selected very judiciously. And once selected, his salary structure must be logical. It would be a great irony if teachers responsible for upholding the logic of science and mathematics are themselves not dealt with in a logical way.

54. 54 Talking of logic which connects science with mathematics, one might come forward and say rather pessimistically “what is the use of teaching logic in the present day world where force is prevailing over logic?” In this connection, I would like to narrate a story told in the book of Malba Tahan: A lion, a tiger and a jackal hunted a sheep, a pig and a rabbit. The tiger was given the responsibility by the lion of dividing the prey amongst themselves. The tiger gave the tastiest of the prey, the sheep, to the lion, kept the dirty pig for himself and gave the miserable rabbit to the jackal. The lion was very angry at this division and said “who has ever seen three divided by three giving a result like that?”

55. 55 Raising his paw, the lion swiped the head of the unsuspecting tiger so fiercely that he fell dead a few feet away. The lion then gave the charge of the division to the jackal who, having already witnessed the tragedy of the tiger said to the lion, “the sheep is a feed worthy of a king, the appetizing pig should be destined for your royal plate. And the skittish rabbit with its large ears is a savory bite for a king like you”. The lion praised the jackal and asked him how he learnt this kind of division of three by two so perfectly!” The jackal replied “I learnt from the tiger. In the mathematics of the strong, the quotient is always clear while to the weak must fall only the remainder”.

56. 56 The ambitious jackal felt that he could live in tranquility only as a parasite, receiving only the leftovers from the lion’s feast. But he was wrong. After two or three weeks, the lion, angry and hungry, tired of the jackal’s servility ended up killing him, just as he had the tiger. Thus, the division of three by two realized with no remainder could not save the jackal. This story contains a moral lesson: adulators and politicians who move obediently in the corridors of the powerful may gain something in the beginning but in the end, they are always punished. Therefore, there is no use in going away from logic which is so inherent in science and mathematics. The greater the number of people who follow logic, the safer will be our earth to live in.

57. 57 References: [1] “Symmetry” by Herman Weyl, Princeton University Press, Princeton, New Jersey, 1952 [2] “700 Science Experiments for everyone”, compiled by UNESCO, Doubleday and Company, Inc, Garden City, New York, 1958. [3] “The Man who Counted” by Malba Tahan, W.W. Norton & Company, USA, 1994.

58. 58 (The author is President, Bangladesh Academy of Sciences and Vice Chancellor, Southeast University, Dhaka)

59. 59 The End