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Subject Area Methods

Uploaded by Ytayew, Gizaw Birhanu
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Debre Berhan University

College of Natural and Computational Scie
Physics Department

Physics Subject Area Methods II

(PyTM 432)

A Short Lecture Note

Prepared for Summer-In-Service Physics Students

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Gizaw Birhanu
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February 23, 2021

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2

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Contents

1 Course Introduction

Related titles2 areee

2 1 Back
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3.1 Unit Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . .

3.2 What ICT Can Off er to Physics Teaching . 30
Read free for . days
. . . . . . . .
3.2.1 The Concept of ICT . . . . . . . . . . . . . . . . . .
3.2.2 The Use of ICT in Physics Class and What Second
Download now PhysicsofTeaching/Learning
39  Gains from its Applicati 
3.2.3 What are the Categories of Students Needs from ICT I
Physics Classroom? . . . . . . . . . . . . . . . . . .
3.3 Planning for the use of ICT in Physics Class . . . . . . . .
3.4 Computer Simulations and Multimedia Approaches to Physi
3.4.1 Types of Simulation in Science Education . . . . .
3.4.2 Why We Use Computer Simulations In Science Teac
3.4.3 Dangers of Simulation . . . . . . . . . . . . . . . .
3.4.4 Safeguards in Using Simulations . . . . . . . . . .
3.5 The Internet and Web based Physics Instruction . . . . . .
3.6 Unit Summary . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Illustrations and Demonstrations

4.1 Unit Introduction . . . . . . . . . . . . . . . . . . . . . . . .
4.2 Summarized Content of the Unit . . . . . . . . . . . . . .
 

5 Topical Teaching I
5.1 Unit Introduction . . . . . . . . . . . . . . . . . . . . . . . .
5.2 Summarized Content of the Unit . . . . . . . . . . . . . .

6 Topical Teaching II
4 6.1 Unit Introduction . . . . . .  . . . . . . . . . . . . . . . . . .
6.2 Summarized Content of the Unit . . . . . . . . . . . . . .

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Chapter 1
Course Introduction
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ing. As you remember, the first course introduced you with the fundame
erations needed in teaching physics. This course is going to extend your
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successfully teaching physics in secondary schools of Ethiopia by showing
apply those foundational concepts in actual classroom. At this time
Downloadready
now to test the excitement
of 39 of developing
 and implementing physics  less

While the main focus of this module is on the practical aspect of Physics S
Methods, you will also learn some more basic concepts. These basic conc
the use of technology in teaching physics, visual presentation of physical
concept and principles without information technology, and students le
culties and ways of overcoming them in your physics classrooms.

Obviously, beside being a very important course in your preparation for

career, this course will also boost your potential in being versatile in your
communication skill.

There are four units in this module. These units are comprising the Use of
in Physics Teaching, Designing and use of Illustrations (Graphs, Pictu
Demonstrations in Secondary School Physics.
 

Your major activity in this course is the exploration of Physics Secondary

riculum and the development and practicing of Topical Teaching-in the v
of Secondary School Physics. The Physics Subject Content from grade 9 to
organized in two parts as Topical Teaching I and II. In the Topical Teachin
find
6 those topics from  Grade 9 to 12 whichCHAPTER
are traditionally considered
1. COURSE INTR
parts of school physics. In the Topical Teaching II, you will also find th
topics which are normally considered as challenging for teaching as well
The excitement in this module comes from the practicing of application
Thus, you are expected to work hard here to actually exercise the developm
learned in Module I to actual lessons.
mentation, and evaluation of physics lessons in both the familiar as we
physics topics.
5

1.2 Course Outcomes

After reading through this module and practice all the given activities in
you will be able to:

1. Criticize the use of ICT learning designs for Secondary School Phys
Related titles 2. lUse illustrations with ICT as well as without ICT in their secon

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4. Plan and conduct e ff ective lessons onRead

all free
theforphysics
30 days
topics in secon
curriculum;

5. Identify secondary school students learning difficulties in relation

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cific area of secondary school physics; and


6. Select and implement appropriate teaching strategies and learning m

eff ective physics lessons in secondary schools.

Chapter 2
Technology for Physics Teaching
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countries to secondary school students, ICT has a list of benefit to o

physics with ICT makes inaccessible phenomena real and tangible to the
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at the same time gives the student the chance of learning the 21st cent
mention some. To realize these, the physics teacher should be fami
Downloadable
nowto select appropriate
of 39ones, implement
 them in teaching physics
 and
dent learning with them. This unit provides a detailed introduction of u
physics teaching. The unit contains six sub units in which you will
purposes of using ICT in secondary school physics, the identification of
easily available ICT facility, the way of planning and implementing comp
physics instruction, your roles as a physics teacher in using ICT, and so
findings and suggestions about ICT use in physics class. To be proficien
in physics teaching and help your students become well versed with ICT
understand and extend all issues discussed in this unit and check your
working on the activities and assignments in this unit.

2.2 What ICT Can Off er to Physics Teaching

2.2.1 The Concept of ICT
 

Before discussing why you need to use ICT in your physics class and wha
school physics teaching/learning gains from the application of ICT, let
dictionary definitions of the concepts Information-Communication-Techn
ten as ICT - in short). The following definitions are from the online Merri
Dictionary (http://www.merriam-webster.com/dictionary).
8   CHAPTER 2. TECHNOLOGY FOR PHYSIC

Information:
2. (a) knowledge obtained from investigation, study, or instruction
(b) intelligence, news
1. the communication or reception of knowledge or intelligence
(c) facts, data.
7
3. the attribute inherent in and communicated by one of two or more
sequences or arrangements of something (as nucleotides in DNA or
in a computer program) that produce specific eff ects

4. (a) a signal or character (as in a communication system or comput

ing data
(b) something (as a message, experimental data, or a picture) wh
change in a construct (as a plan or theory) that represents physica
experience or another construct
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2. information transmitted or conveyed; a verbal or written messag

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3. a process by which information is exchanged between individual
common system of symbols, signs, or behavior
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Technology:

1. the practical application of knowledge especially in a particula

technology.

2. a capability given by the practical application of knowledge eg.

nology.

3. a manner of accomplishing a task especially using technical process

or knowledge eg. new technologies for information storage.

4. the specialized aspects of a particular field of endeavor eg. educatio

ogy.

When the sprites of these definitions are viewed with the technology in us
will find more concepts being used together with ICT. The digital techn
  one which comes in the first place in our mind when we are thinking of IC
use of digital technology brings about the concept of   Information Techno

In relation to the discussion of the use of ICT in physics education, Ade

(2010) describes information technology (IT) as a technology concerne
use
2.2. of electronic
WHAT computes
ICT CAN OFFERandTOcomputer
PHYSICS soft ware to convert, store, prot
TEACHING
transmit and retrieved information”. Thus, IT is defined as the study or
tronic equipments, especially computers for storing, analyzing, and sen
There is also another concept popping up in the discourse of ICT
formation.
term is Communications Technology.  Communications technology
sending, receiving and exchanging information.

Now, combining all these terms in the sprit of digital communication tec
find our major concern in this unit,  Information Communications Techn

ICT  is, therefore, a generic term referring to technologies, which are be

collecting, storing editing and passing on information in various forms.

ICT, as defined in the Information & Communication Technology Sector

per of the World Bank Group (April 2002), consists of hardware, softwar
Related titlesand media for collection, storage, processing, transmission, and presentat
mation (voice, data, text, images).
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Physics Teaching/Learning Gains from its Applicati

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Information and communication technology in education can be under
application of digital equipment to all aspects of teaching and learning.
Downloadin almost all schools inofadvanced
now 39 countries
 and it is of growinginfluence
ing countries.

For example, one aspect of technology use in our schools involves the sat
sion programs (which you usually call as the ” plasma program”). In addi
days, it is a common practice that physics teachers (and also others) use
write, edit and produce teaching notes, examinations, and other exercise
both primary and secondary schools. Many students in the well to do pri
and a sizable number of students in government schools are using their
to exchange information regarding their school subjects including physics

It is clear that you are actually using technology to learn physics even if i
basic level.

ICTs are providing an array of powerful tools that may help in transf
  present isolated teacher-centered and text-bound classrooms into rich
interactive knowledge environment.

Researchers and educators agreed that the implementation of ICT infuse

instruction has several benefits.
10   CHAPTER 2. TECHNOLOGY FOR PHYSIC
In the following box you will find some of the agreed upon benefits of
ICT in physics (or any science) class.

Physics in general and particularly school physics is regarded as a very p

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things out, investigating, handling things, watching and monitoring, re

sults, etc. Read free for 30 days

As much as physics is a practical discipline, it also has theoretical aspect

Downloadpect of 39
nowof physics, students  are expected to engage
in physics class in thinkin
having good ideas and hunches, hypothesizing, theorizing, simulating and

Physics education researchers, who critically investigated the learning o

students indicated that these physics learning activities do frequently
representation of nature in diff erent modalities. Not only that, but th
in physics class require frequent transformation from one form of repre
other. Angell, Guttersrud, Henriksen, & Isnes, (2004) from their study
high school students and their teachers had concluded that this represe
transformation of physics knowledge is the prime difficulty students face
physics. They also reiterated Angell et. al’s claim saying ‘students find p
cult because they have to contend with diff erent representations such as e
formulas and calculations, graphs, and conceptual explanations at the sam

Physics learning is not restricted to cognitive learning of abstract and d

cepts, diff erent scholars are also arguing that the aim of teaching physic
broadened. I hope you remember what you have learned about the aim
(science) instruction
Trusted in the1 million
by over module. While the learning of concept
firstmembers
ciples and theories of physics is very important to a minority of studen
Try Scribd FREE for 30career
choose days toin
access over 125to
or related million titles more
physics, withouttransferable
ads or interruptions!
skills are desir
general population of students studying physics. Such skills are:
responsibility (personal Startand
Freesocial),
Trial ability of planning, critical thinking,
ity in solving problems, experimentation and systematic use of data, com
skills via multimedia, Cancel andAnytime.
several manipulative skills (use of computers
devices, and sensors). The use of ICT in physics class strengthen these ski

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2.2. WHAT ICT CAN OFFER TO PHYSICS TEACHING

students develop skills needed in the 21st century career and life.

ICT integration is the use of technological resources – computers, inter

digital cameras, cd-roms, software applications, electronic publications, d
devices, etc. in daily physics classroom practices to make students learn
discussed above ICT has a lot to do in physics class. However, at this poin
be aware of that it is not just one or the other aspect of ICT that the integ
to, but it is the whole ever expanding ICT systems and gadgets that I am
incorporate in our physics teaching. Jerry Wellington (2000) summarized
potential uses of ICT in science (physics) classrooms. You find this in
below.

So far you have seen that the integration of ICT in our physics classroom
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off er for the teaching learning process.

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structor role (information source) to the learning manager and facilitator.

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When we are using ICT in our physics classrooms we no more teach phys
age students self-learning of physics by identifying resources and givin
guidance about where ofto39find, how to  use, and how to construct physics
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In ICT integrated physic class students will develop new needs beside the
facts, laws, principles, etc of physics. Once in such a class, they slowly get
transmission demand and be aware of the of freedom from the limitation
source of information (the teacher). And therefore, they start to take respo
their own learning and demand us, physics teachers, to satisfy their learn

12   CHAPTER 2. TECHNOLOGY FOR PHYSIC

2.2.3 What are the Categories of Students Needs from IC

Physics Classroom?
Students need in ICT infused physics classroom can be categorized into fo

First, they need opportunities to find things out from variety of sources, s
thesize information to meet their needs and developing an ability to que
curacy, bias and plausibility. For example they seek information using
using CD-ROMs, e-books, using databases synthesizing their own repor
propriate software.

Secondly, they wish to develop their ideas using ICT tools to amend and
Related titleswork and enhance its quality and accuracy. They want to upgrade their w
rect errors using spell and grammar checkers and redraft reports, using d
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They may still wish to review, modify and evaluate

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30 dayswork, reflecting
its quality, as it progresses. E.g. Discussion with others about redrafting a
ing material.
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2.3 Planning for the use of ICT in Physics Cla

How best ICT can be utilized and managed in any school is not something
can decide only by himself/herself. Unfortunately, in schools as with an
tion containing human beings, there are a lot of vested interests, power st
micro politics at work (Wellington, 2000). Because of such inconv
organizations that may exist, it usually requires enormous e ff ort to ma
suitable for use. Nevertheless, you need to make careful planning for suc
fruitful use of ICT in your class.

J.Wellington advises teachers to ask these questions for successful implem

ICT in their schools perspectives.

• Which factors in their school promote and enhance ICT use in sc

• Which factors act as a barrier or impediment?

–  The logistics of the school,

–  Resoures and their location
–  The role and attitude of the school ICT coordinator
–  School policies and attitudes to ICT
–  Home background, e.g. home access to ICT

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