 want to learn science, have to learn science practically. That is why, because always when you hear something, you forget. But when you see, you only remember what you are afraid, but when you do, you understand. There's a problem with physics education in Tanzania. At O-Level, students are running away from physics. At O-Level, the problem is even worse. This problem is not due to a lack of talent in Tanzania. It's due to a rote learning approach to teaching and cramming and regurgitation of that knowledge. The aim of the project of the Institute of Physics in Tanzania is to change this. To change this, we want teachers to teach using practical equipment and we want to change the methodology of teaching. When we have teachers who are not using appropriate teaching learning strategies, who are not using appropriate teaching learning materials, the end product that is the students would not be of the standard that is required. So how do we go about changing this methodology? How do we go about getting Tanzanian teachers to use practical equipment? Well, first of all, we have to supply them with some equipment. The equipment is very simple, very basic. It's based on materials they might be able to source from around their local area. And the idea is not to be exhaustive in that equipment. We can never afford or sustain that project. But if we get them to use that kit and start to look around to see what equipment they can use to teach physics, then we are on to a winner. The other thing we need to do is to change their approach. Are we together? Yes, is often chanted in many Tanzania classrooms with little or no understanding. However, if we can get Tanzanians start asking questions to get their students to give the answers, rather than just saying yes or no to questions, then we can start to bring on the thinking in science education in Tanzania. What is happening when this one is pushing, but when it's talking, there's no water. David, now why are you timing from here and this is not from the start. Can you tell me when is the mass of the bloom of the greatest? We are now on our fifth year of our project in Tanzania. For the first four visits, we concentrated on teaching the teachers who are already at the schools. All of these schools were in the Moragoro Miss Patti and we have now taught all 45 secondary schools in Moragoro. We have taught a few satellite schools in the Umbamera and Getta districts, but that's not our main focus. This year, however, we decided to change the way we did the project. Now we are concentrating on the trainee teachers. The teachers' college in Moragoro has 117 trainee teachers studying physics in their second year at the college. This year, we taught to those teachers and encountered a very enthusiastic response from them and we are looking forward to seeing the results of that teaching and changing methodology going all over Tanzania when they're assigned their teaching placements. All teachers received a small kit of equipment based on balloon string, rubber rulers, masses, springs, etc. and they will take that equipment with them when they go all over Tanzania. It's not just the practical equipment that we're trying to put across the teachers. It's also the teaching methodology and this is key. To this end, we give them eight teaching points which they must always think about at hearing to when they are teaching. This is a complete change in their experience, not only the way of teaching but the way they have been taught themselves. This concentrates on the practical being the focus, very small amounts of time being spent at the board, no road learning, no are we together, no do you understand, but more what happens if. What will happen if I change this? What factors affect these sort of questions that bring on thinking? The pace of lessons needs to be increased and the physics must be correct. These are all points that teachers have to think about during their training and it is this change that is key to getting them to do useful, practical teaching. First is that the experiment should focus on the lesson and secondly, minimum time at the blackboard will be used by the teacher and the teacher should leave the students to do the experiment themselves and the teacher should not tell them the answer. The students have to find the answer themselves through the experiment they are performing. Finally, the experiment should focus on the fund. Telling their students the answers will decrease their ability to think and they cannot make creative. To me, the most important point among those points is the sixth point which has been given that physics is a fund. When I go back to my school, I use the skills and all they have bought here to make the study easier by using the demonstration we lent in their court. At this moment we have practiced. We do by acting rather than by doing. We do have what it means to do and what we do use them in demonstrations, who is supposed to do the experiment. So, in a little case, what's the function, the role of the teacher? To guide the students on how to do the experiment. So, what is the future for the project? Well, we now have an excellent model of teaching practice going on in Moragoro, but how do we get that to go all over Tanzania? To some extent, that is happening as the training teachers are assigned their placements. Myself, I have been a teacher that I can go anywhere, I can work and bring them up so that the world of physics and I can be explaining them. But we could accelerate that process by linking up with the young scientist Tanzania competition run by Mayneuth University in Ireland. They have got 18 regions of the 25 regions of Tanzania involved in that competition. And it is a possibility that in the future we were working with young scientist Tanzania to take our project with them all over the 18 regions. The government has helped some interventions. So, the Institute of Physics intervention also is crucial and important. And actually, I'm not an expert in physics, but according to what my students say, after having experienced the exposure done by the Institute of Physics personnel, really this project is very, very relevant and useful to our students and teachers as well. Yes, another benefit we have at this moment, we have our own practical equipment, which could help us do practical everywhere, any time. Any time, anywhere, any time. Another concept is creativity, because we have learned different ideas and they have tried to give us some assignments that have developed a lot of concepts. Another thing that now we have developed is skin and knowledge. We can prepare our own equipment, which are simply then we can use every day. We have learned about the, to use the local environment materials to demonstrate any experiment. Very good. We are not acoustic. Finally, I would like to thank the Institute of Physics personnel who are coming here. And also at the headquarters in Britain, that for the support they are providing to our students, to Tanzanian schools, for the objective of improving teaching and learning physics in our country. This is the future for the project and in that way we hope to get practical science teaching occurring all over Tanzania.