Identified Question
QUESTION ONE (25 marks)
a) Richard Feynman has debated the meaning of science in the following
Words:
Science means sometimes, a special method of finding things out.
Sometimes it means the body of knowledge arising from things found out.
It may also mean the new things you can do when you have found
Something out, or the actual doing of new [Link] last field is called
Technology.
Discuss the meaning of science in Feynman’s statement above, that most
Closely represents the science that is school physics. (5 marks)
b) (i) State any TWO (2) general objectives of teaching school physics.
(2 marks)
(ii) For each objective in b (i), identify at least ONE (1)topic (learning area)
In the syllabus whose teaching would lead to its achievement.
(2 marks)
c) Figure 1.1 shows the triadic or three-in-one view of what learning
school
Physics concepts entails as learning a new language, crossing cultural
Borders and/or undergoing a conceptual change.
Fig. 1.1: The triadio view of the process of learning science
(i) Using only these two words Strain and Stress, (two words with
known
Meanings in our everyday lives but used as physics terms/concepts) explain
How the learning of school physics fits in as:
Learning a new language. Crossing cultural borders. (3 marks) (2 marks)
Undergoing a conceptual change. (2 marks) ii) Discuss the benefits of
adopting the triadic view of school physics concepts to the teaching of school
physics. (3 marks) d),In the process of teaching physics,”.teachers convey
the ideas of science by trying their best to explain the concepts and
operations clearly,make use of analogiesl and metaphors,to __ flesh out
abstractions __ and __ for involving students in the subject matter” (i)
Distinguish between metaphors and analogies as may be used in the
learning and teaching of school physics. (2 marks) (ii) Consider teaching of
TWO (2) school physics concepts from two different topics in the school
physics syllabus. In each case, discuss an analogy you would use to help
your learners ‘see’what physics knows. (4 marks)
Answer
a) In Feynman’s statement, the meaning of science that most closely
represents school physics is “the body of knowledge arising from things
found out.” School physics primarily focuses on imparting knowledge about
physical phenomena, principles, and laws that have been discovered and
established through scientific investigation.
b) (i) Two general objectives of teaching school physics are:
To develop students’ understanding of physical concepts and principles.
To enable students to apply physics principles to solve real-world problems.
(ii) For each objective in b(i), a topic in the syllabus that would lead to
its achievement is:
Understanding physical concepts and principles: Topic – Newton’s Laws of
Motion.
Applying physics principles to solve real-world problems: Topic – Mechanics.
d) (i) In learning school physics as a new language:
Strain refers to the deformation or displacement of an object under stress,
similar to how learning a new language involves acquiring new vocabulary
and understanding grammar rules.
Stress is the force applied to an object per unit area, analogous to the
challenges and pressures encountered in learning a new language.
In crossing cultural borders:
Strain represents the adaptation and adjustment required when learning
school physics, similar to adapting to a new culture.
Stress symbolizes the challenges and difficulties faced when trying to
understand and apply physics concepts, akin to navigating through cultural
differences.
In undergoing a conceptual change:
Strain signifies the mental effort and cognitive load involved in rethinking
and reshaping existing concepts to accommodate new physics ideas.
Stress represents the discomfort and unease experienced when one’s
preconceived notions or mental models are challenged by new physics
concepts.
(iii) The benefits of adopting the triadic view of school physics concepts
to teaching include:
Enhancing students’ understanding of physics concepts by relating them to
familiar experiences and contexts.
Encouraging students to view physics as a language that can be learned and
mastered, fostering a deeper appreciation for the subject.
Promoting the development of critical thinking and problem-solving skills by
challenging students to navigate through different perspectives and
conceptual frameworks.
e) (i) Metaphors and analogies are both tools used in the learning and
teaching of school physics to explain complex concepts and make
them more accessible to students. The main difference lies in their
structure and usage:
Metaphors directly compare two unrelated things by stating that one thing is
another, often highlighting a shared characteristic. For example, “The
universe is a clock” metaphorically compares the universe to a clock,
emphasizing the concept of time.
Analogies, on the other hand, involve a more detailed comparison between
two things by explaining how they are alike in certain respects. Analogies
often include a “like” or “as” statement, such as “The atom is like a solar
system,” where the structure and behavior of an atom are compared to a
solar system.
(ii) Teaching of school physics concepts using analogies:
Concept of electricity: “Electricity is like water flowing through pipes.” This
analogy helps learners understand how electric current flows through
conductors, similar to how water flows through pipes. It emphasizes the
concept of electric current as a flow of charged particles and helps visualize
the pathways for electric flow.
Concept of waves: “Sound waves are like ripples on a pond.” This analogy
helps learners visualize how sound waves propagate through a medium,
similar to how ripples spread out on a pond when a stone is thrown. It
emphasizes the concept of wave propagation and how sound waves carry
energy through a medium.
