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In this paper we describe a teaching approach focusing on modelling in physics, emphasizing scientific reasoning based on empirical data and using the notion of multiple representations of physical phenomena as a framework. We describe modelling activities from a project (PHYS 21) and relate some experiences from implementation of the modelling approach in Norwegian upper secondary physics classrooms.

Special events like science days, teacher's meetings and physics recruiting efforts require spectacular and, if possible, interactive experiments for the audience. Based on past experience with such events, we have gathered and present here a series of demonstration experiments in mechanics, optics, waves and electricity which are suitable, and supplement other efforts previously described in this journal.

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The popular explanation of lift is common, quick, sounds logical and gives the correct answer, yet also introduces misconceptions, uses a nonsensical physical argument and misleadingly invokes Bernoulli's equation. A simple analysis of pressure gradients and the curvature of streamlines is presented here to give a more correct explanation of lift.