Subject Methods: Physics

Question 1

a) Discuss any 2 limitations of objective tests. (4marks)

Objective examinations take much longer to prepare than traditional examinations. There has to be a large member of items.

While the objective type of items may be relatively easily scored the development of good multiple choice or completion tests requires skilled settlers trained in the techniques and a heavy commitment of resources.

It cannot test the ability of written expression or the ability to organize information in a logical order. This is particularly so where the answer takes the form of an extended argument or a numerical problem consisting of several stages of working.

Objective tests do not stimulate new ideas or the ability to develop and open-ended’ the situation is already created for the candidates. The ability to exploit ‘open-ended’ situations is important in physics and has to be evaluated in another way.

The scores (i.e. marks) gained in objective examinations may become unreliable because the candidates have guessed the answers. For this reason, it may be considered necessary to take steps to discourage candidates from guessing.

There is a tendency to set objective items in Physics which test only the ability to recall knowledge. When most or all of the items test only this ability, in preparing for the test, pupils will ‘cram’ knowledge, and the higher abilities will be neglected. This is just an s likely to occur with other types of examination but it is perhaps more obvious when the items are of the objective type.

(Any two points that are well stated and discussed are correct. 2 marks per correct answer)

b) Explain 4 circumstances in which experiment demonstration is the most suitable teaching method in physics. (4marks)

When a topic or principle is too complex for the learner.

When the teacher wants to involve all the learner’s senses for permanent learning.

When the teacher wants the learner to benefit from the principles of reflective thinking.

When there is a psychomotor objective to be achieved.

When time is of the essence- the teacher cannot afford to waste time with theoretical explanations.

When the teacher wants to arouse the spirit of discovery among students.

(Any 4 points, one mark for each point)

c) Discuss any 2 physical resources in the teaching and learning of physics. (4marks)

Physics textbooks

Physics Lab Manuals

Physics periodicals

UNESCO publication

Laboratory

Calculator

Textbooks

Print and non-print media

(Any 4 points, a mark for each)

d) As a teacher, which strategies would you use to change learners’ negative attitude towards physics as a subject (4marks)

Effective use of teaching aids

Using a variety of teaching methods

Recommending physics textbooks for students and directing them on how and where to get them

Attending conferences, workshops, and seminars on how to improve the attitude of students toward physics

Giving incentives to students will improve their attitude towards physics.

Teaching physics in an interactive manner

Lobbying for the construction of a good physics workshop/laboratory and library in the school.

Conducting physics practicals often and allowing students to interact with lab equipment and aids freely.

Teaching physics with relatable/practical stories.

Arranging the classroom and laboratories in a manner that encourages positive learning.

(Any 4 points, a mark for each)

e) Explain any 2 steps you would take as a teacher to minimize hazards in a high school physics laboratory. (4marks)

Providing students with thorough training before allowing them to work with any laboratory equipment. Training should consist of a look at the hazards involved with this specific piece of equipment, do’s-and-don’ts for safe use, a look at the features and capabilities of the equipment, and, finally, a live demonstration for students.

Lobbying for the provision of personal protective equipment (PPEs) for learners, e.g. protective goggles, protective coveralls, laboratory-grade face masks & gloves, among other PPE

Ensure that all chemicals and equipment are safely locked away out of learners’ reach when not in use.

Never leaving learners unsupervised when in the lab.

Always ensuring that students are adhering to basic lab safety advice at all times. General rules to follow include: Knowing all lab safety signs, tying back long hair, not eating or drinking in the lab, washing hands immediately after practical tasks, knowing how to use fire extinguishers, etc.

Lobby for the provision of emergency precautions- emergency eye wash stations, safety showers, decontamination booths, etc.

(Any 2 points well discussed, 2 marks for each)

Question 2

i. Physics as a science can be viewed as either static or dynamic. Discuss. (4mks)

The static view of physics, on the one hand, is a cumulative body of knowledge about nature, which accrues from the application of the scientific method. Such knowledge is a monopoly of experts, which could only be transmitted to novices under the assumption that the people’s minds are blank slates of “Tabula Rasa”. Such knowledge is assumed to be objective and absolute. The guiding principle of this view is that scientific knowledge can either be verified or falsified through experiments.

The dynamic view of physics, on the other hand, emphasizes the process of science rather than the product; and acknowledges the tentative nature of scientific knowledge. 7 It despises the scientific method as the only source of scientific knowledge. Scientific knowledge is thus neither cumulative nor objective but conceptual and subjective.

(Each explanation, 2 marks)

ii. Explain how science as a body of knowledge clarifies the beliefs and imaginations of a learner when trying to understand cause-and-effect relationships within their environment. (4mks)

Science tries to explain some of the beliefs held by a learner about the natural world. For example, the belief that the Earth was the center of the universe was dominant for thousands of years. Even Copernicus believed that the Earth’s orbit around the sun was circular rather than elliptical. This view of the earth being seen as the center of the universe was held to be true until it was proved that this was not the case.

In addition to clarifying beliefs, science clarifies a learner’s imagination. For example, Albert Einstein came up with the theory of relativity. He imagined himself riding on a beam of light holding a mirror in front of him, reasoning how long it would take a light beam to register his image back to him to a stationary observer.

(2 marks for each explanation)

iii. Explain 4 reasons why a physics teacher should prepare schemes of work. (4mks)

It makes teaching both systematic and orderly since it ensures that topics in the syllabus are taught in an orderly manner starting with the simplest to the most complex

It ensures that every topic in the syllabus is covered.

It enables the teacher to budget for time wisely giving room for events and activities which might interfere with the school calendar e.g. public holidays, prize-giving days, sports days, etc.

It gives the teacher an insight into teaching by enabling the teacher to identify content, methods, and relevant instructional materials that he/she is going to use in the lesson thus giving him/her enough time to sort out the requirements.

It guides the teacher in making a lesson plan.

It checks the teacher’s pace of teaching.

It is useful during the transition when a teacher is transferred, the incoming teacher will easily take over from where she/he had reached avoiding repetition or omission. This ensures continuity in the learning process.

(4 points, one mark for each)

iv. The use of projects is critical to the teaching of physics because it cultivates many important skills and abilities in the learner. Validate this statement. (4mks)

The use of projects in physics instructions is important because a number of skills and abilities are accomplished. Among these skills are: -

The recognition and formulation of a problem to be investigated. This involves the tenability of hypotheses and postulates, the identification of valuables to be studied, and the identification of valuables to be controlled

Designing and planning experimental procedures. This involves the choice of experimental conditions like the use of apparatus, measuring techniques, and procedures; the arrangement for controlling and variation of valuables and the sequencing of operations

Setting up and prosecution of the project work involving, which involves methodical working, correctness, and safety of experimental techniques. Manual dexterity in the execution of project work and the orderliness and organization of the project.

Organization and measuring skills. These include accuracy and precision, reliability and observation, and care and reliability in the collection and recording of data and observation

Interpretation and evaluation of experimental data and observation. This involves the tenability of conclusions and inferences drawn from experimental data. The relevance of data to the problem under investigation and the evaluation of limitations and potential error sources associated with experimental procedures.

(Any 4 points, one mark for each)

v. As a high school physics teacher, how would you prepare your students for a long educational excursion? (4mks)

ensure that: -

The learner understands the time, destination (and possible weather conditions), expectations, and objectives of the excursion.

Prepare them psychologically for possible difficulties and/or challenges during the excursion.

I help learners talk to their parents about the excursion and its financial implications.

The relevant topic in physics has been covered

I highlight the physics concepts to be studied by the students as per the stated objectives

I give an introduction before the excursion starts; a brief on what to look for, and suggest possible questions to ask during the excursion.

I guide the learner on how to summarize and report about the excursion

(Any 4 points, one mark each)

Question 3

a) Explain 5 ways in which lesson conclusion is important in the teaching and learning of physics. (5marks)

Conclusions reinforce important connections and help students anticipate the goals for the next class.

Allows the teacher to summarize the information just covered in the class in his own words. Explain how the lesson builds on previous lessons and connects to the upcoming assignment.

Allows students to conclude by summarizing or interpreting the significance of the lesson. What did they learn? How will it relate to their assignment?

Students get a chance to do a brief "Write To Learn" activity reflecting on one thing they can take from today's class and apply it to their day-to-day life.

They are uplifting, motivating, and positive.

(5 points, a mark for each)

b) Identify 5 factors to be considered when scheming physics lessons (5Marks)

Resources: These refer to the materials within the reach of the teacher. They include equipment, printed media, audio, visual, audio-visual, and community resources.

Content: This is given as topics and sub-topics in the syllabus. From these, the teacher should derive a logical sequence of ordering the topics.

Teaching environment: This includes the classroom, its size, the environment in the classroom, and the relationship between history and other subjects in the curriculum.

Learners' needs: These are derived from the general objectives stated for the different topics and subtopics in the syllabus. The age and the background of the learners also determine the learners’ needs. These needs determine the types of learning experiences that the teacher will select.

Time available: By considering the number of lessons per week, the number of teaching weeks per term, and the whole year, the topics to be taught can be divided into suitable units. Time availability will influence the number of experiences that may be used to illustrate a given concept.

Constraints within the school system: These include time for achieving the goals and objectives, and the restriction placed on the teacher by the school system e.g. examinations and other interruptions.

(Any 5 points, one mark for each)

c) Outline five factors you may consider when selecting a method of instruction in Physics (5marks)

The Learners’ Profile In choosing a method of teaching, a teacher must take into account the age, prior knowledge, style of learning, and the nature of learners i.e. example the slow learners or fast learners. If the number of slow learners in the class is higher than that of fast learners it will force a teacher to use such a method that is easier for the slow learners to understand the lesson or subject matter.

Class Size Our courses or classes will vary in size and the numbers in a particular teaching session will change from very small to very large. Quite clearly class size plays an important part in selecting a method because some are unsuitable when the group is excessively large or small. For example, the discussion method may be effective for a small group but not for too large a group.

The Learning Objectives The specification of learning objectives is important in selecting an appropriate teaching method, for these serve as targets for our teaching. In our schools, we are mainly concerned with the knowledge or the cognitive domain for which brainstorming, discussion, lecture method, etc. are suitable, while demonstration, projects, etc. will serve better for practical skills.

Local Constraints One should also consider any local constraints when selecting a method. The two most important factors are the time and facilities available, including resource materials and textbooks. Quite clearly if an essential requirement for a particular method is not available, for example, a piece of equipment for a demonstration, then that method cannot be used. Similarly, if there was insufficient time to undertake a field trip, then some other method such as a video recording would have to be used.

Autonomy of Students The degree of student autonomy is increasingly featured in the selection of methods but this tends to be the case in more developed countries, where students often are more independent and have a wider choice in how they study university courses. In Africa, perhaps, this should not concern us too much at present but it is something to bear in mind for the future, particularly if we wish to become more learner-oriented.

Lecturers’ Preferences and Dislikes This is mentioned because there is evidence that lecturers’ likes and dislikes, together with their experience, have a bearing on the method they use. This is partly related to their philosophy, style, and value system but also to their past experiences and their confidence in using new and often less controllable methods. Here we are not going to deal with this in-depth but only wish to indicate that there is a need for the dissemination of new information to lecturers, together with periodic updating workshops on teaching methods.

Examination Set Up This also limits the method to be applied in teaching a subject. For example, the teachers always look for the examination format and teach the students in a way that makes them becoming able to answer such examination that is facing them.

(Any 5 points, one mark each)

(d) In selecting the lesson objectives, state 5 points the teacher should keep in mind. (5 Marks)

Objectives need to be specific, measurable, achievable, relevant, and time-bound.

Objectives must align with the 3 learning domains in Bloom’s taxonomy- the affective domain (attitude), the Psychomotor domain (skills), and the cognitive domain (knowledge). What do you want your students to get out of this class with regard to each learning domain?

The 3 learning domains have different effectiveness and relevance in different lessons, but they are all applicable in all physics lessons.

Action verbs used for each objective have to be relevant and effective for each learning domain. For example, administer, set up, measure, record, etc. (psychomotor domain). Describe, compare, define, label, distinguish, etc. (cognitive domain). Analyze, assess, recommend, etc. (affective domain).

The teacher must demonstrate how the learner should exhibit proficiency or knowledge of the skills acquired in the lesson.

(5 points, a mark for each)

Question 4

i. Teachers should adopt the use of the ASEI-PDSI approach and apply its principles in the teaching of physics. Discuss. (5mks)

ASEI-PDSI (Activity, Student-centred, Experiment, Improvisation – Plan, Do, See, and Improve) approach to teaching physics has many positive impacts on the students’ academic performance. Among other benefits:

It encourages knowledge through discovery.

ASEI – PDSI approach of teaching in particular deals with learning through actual practice with learning materials or equipment and teaching through previous knowledge of the student’s ability and response. Through practice, the learner becomes more skillful.

It lays a sound basis for the achievement of scientific and critical reflective thinking.

Learner-centered learning activities (participatory) minimize frustration by breaking the classroom monotony, helping students understand the concept being presented in an entertaining and more interesting way.

The use of the ASEI-PDSI approach takes care of individual differences, which benefits students of both high and low abilities

(5 points, a mark for each)

ii. It is important for you as a physics teacher to have the national goals of education in mind when executing your instructional objectives in a classroom setting. List any 5 national goals of education in Kenya and describe how you would ensure that each of the 5 goals is achieved in your classroom. (5marks)

Foster nationalism and patriotism, and promote national unity

Being respectful to different communities, races, and religions when designing lesson plans and learning objectives, e.g. using examples that don’t disrespect some cultures. Another way is to create a classroom environment (e.g. group discussions) that encourages learners from different cultures to live and interact with a sense of nationhood and patriotism.

Promote social, economic, technological, and industrial needs for national development

Instilling social and adaptive skills in the learner for effective participation in the family, community, national, regional, and international development. Also, prepare the learner with requisite competencies that support a modem and independent growing economy, especially with regard to global trends in technological and industrial development.

Promote individual development and self-fulfillment

Providing learners with opportunities to develop to the fullest potential within the context of science, e.g. by organizing excursions and science projects.

Promote social equity and responsibility

This can be achieved by providing equal opportunities to all learners regardless of their intellectual or physical abilities.

Promote positive attitudes towards good health and environmental protection ​

E.g. by encouraging innovations that are geared towards environmental preservation and conservation, e.g. innovations that enhance solar energy generation and adoption.

(Any 5 points, a mark for each)

iii. A teaching strategy is a way and means of organizing and facilitating learning experiences. Distinguish between expository and heuristic teaching strategies. (5 marks)

Expository is an approach to teaching that a teacher uses to impart or expose knowledge to the students. The teacher tells students both the generalizations and specifics which are expected to be learned. They are further defined as strategies that are particularly effective for presenting declarative information in a step to step way through lectures, explanations, and the provision of guided practice through oral drills. Examples of methods that fall under these are lectures, storytelling, narratives, teacher demonstration, text reading, recitation, note-dictating, audio-visual presentations, etc.

Heuristic approaches also known as discovery or inquiry or experimental or facilitation, refer to an approach in teaching and learning where the learners are left to explore; find out information for themselves. Teachers assume the non-directive role (Webster:1966). Propagated by H.E. Armstrong, it is fundamentally based on the timeless psychological principles of the “trial and error” theory. Examples of methods that fall under heuristic are experimental (laboratory experiment), project work, etc. small group work, role-play, discussion, inquiry, or discovery.

(5 marks if both are correct. 3 marks if only one is correct)