PCK ANALYSIS OF PHYSICAL SCIENCE CONTENT FROM SECONDARY SCHOL SYLLABUS PRESCRIBED BY SCERT
INTRODUCTION
PCK is a blend of content knowledge and
pedagogy knowledge, which can illustrate the ability of teachers to design and
to teach a content by accessing what they know about the material, students,
curriculum and how best to teach the content. Description of PCK ability of
science teachers can be accessed through an analysis of their ability to plan
and reflect on learning Pedagogical content knowledge is a type of knowledge
that is unique to teachers, and is based on the manner in which teachers relate
their pedagogical knowledge (what they know about teaching) to their subject
matter knowledge (what they know about what they teach).
PCK plays an important role in classroom instructions.Based on Pedagogic content knowledge here I have analysed chapter 3 of ninth standard textbook. In PCK we can conceptualize the subject pedagogy knowledge, content knowledge and technical pedagogical knowledge. Content analysed are Unbalanced force, balanced force, external force, internal force, inertia, momentum, impulse, circular motion, centripetal acceleration, centripetal force, uniform circular motion and Newton’s 1st,2nd and 3rd law.
STD IX PHYSICS
CHAPTER 3
MOTION AND LAWS OF MOTION
1. TERMS
2.FACTS
· It is dangerous for loaded vehicles to
negotiate curves in the road without reducing speed.
· It is more difficult to roll a filled drum of
tar than an empty one.
· At the time of catching by moving the hand
backward, the impact can be reduced.
· During a pole vault jump, the impact is reduced
by falling on a foam bed.
· Karate experts move their hands with great
speed to chop strong bricks.
· Rockets are used for launching artificial
satellites.
· At the time of firing the gun moves in the
opposite direction of motion of bullet.
· The tip of the second hand of an antique
pendulum clock is in the uniform circular motion.
3.CONCEPTS
· If the total force or resultant force on a body
is zero, the applied force on a body is zero, the applied force is called
balanced force.
· Balanced forces can neither move a body at rest
nor stop a body in motion.
· When an unbalanced force is applied on a body,
there will be a change in its state of rest or the direction of motion or
speed.
· Internal forces cannot move an object.
· A body in motion doesn’t need an external
unbalanced force for it to continue in its state of rectilinear uniform motion.
· Inertia of rest is the tendency of a body to
remain in its state of rest by itself.
· Inertia is the inability of a body to change
its state of rest or uniform motion along a straight line by itself.
· Inertia of an object increases with increase in
mass.
· The more the mass and velocity of bodies, the
more their impact.
· Momentum is the characteristic property of
moving objects.
· The rate of change of momentum of a body is
directly proportional to the unbalanced external force acting on it.
· Impulsive force is a very large force acting
for a very short time.
· When the change of momentum is constant the
force acting on a body will be inversely proportional to the time taken.
· To every action there is an equal and opposite
reaction.
· In the absence of an external force, the total
momentum of a system is a constant.
· The motion of an object along a circular path
is known as circular motion.
· The acceleration experienced by an object in a
circular motion, along the radius, towards the centre of the circle in centre
petal acceleration.
· The force that creates a centre petal acceleration
is centripetal force.
· Centre petal force and centre petal
acceleration are directed towards the centre.
· In uniform circular motion object moving along
circular path covers equal distance in equal intervals of time.
4. LEARNING OUTCOMES
The learner will be able to
Ø Differentiate between balanced force,
unbalanced force, external force and internal force.
Ø Explain Newtons first law and its practicality.
Ø Find applications for inertia from daily life
situations.
Ø Identify and explain inertia of rest and
inertia of motion.
Ø Explain momentum, change of momentum, rate of
change of momentum from experiments and observations.
Ø Derive equation of force from Newtons second
law.
Ø Explain reaction and reaction according to
Newtons third law.
Ø Explain law of conservation of momentum through
experiments.
Ø Explain circular motion and unform circular
motion.
5. PREREQUISITES
· Basic knowledge about state of rest and state
of motion.
· basic knowledge about the concept of force.
· Ability to recognise physical quantities having
direction along with magnitudes (vector quantities) and scalar quantities.
· Basic knowledge about the units of certain
physical quantities.
· Able to describe uniform motion, uniform
velocity, nonuniform velocity, acceleration
|
CONTENT |
PEDAGOGIC APPROACH |
|
§ Inertia of rest § Inertia of motion
|
Experiment
Arrange some
carrom board coins one on top of others. Strike the bottom coin forcefully
with striker. Note down the observation
· When a moving bus
is suddenly stopped, standing passengers tend to fall forward. · When a bus moves
forward suddenly from rest, the standing passengers tend to fall backward. · Accidents that
happen to passengers who do not wear seat belts are more fatal.
· It is more
difficult to role a filled drum of tar than an empty one. · It is dangerous
for loaded vehicles to negotiate curves in the road without reducing speed.
Take two empty ice
cream balls of identical size and shape and fill one with sand. Fill a wide
tray with wet stand. Drop the two ice cream balls from the same height onto
this wet sand. It will be seen that two pits are formed on the sand.
Analysing the pits and repeating experiments by allowing one of the balls to
fall from a greater height.
· At the time of
catching a cricket ball, the time of catching is extended by moving the hand
backward with the ball. · During the pole
vault jump, the impact is reduced by falling on a foam bed. · Hay or sponges are
used while placing glass wares. This helps to avoid breaking of glass wares. · Karate experts
move their hand with great speed to chop strong bricks. Experiment Making of balloon
rocket. Pass a long string through a straw and tie the string between two
windows of classroom. Paste an inflated balloon on the straw. Deflate the
balloon and release it suddenly. Observation is noted.
Filling a boiling tube with some water and close it gently with a cork. Suspend it from a stand. Heat the boiling tube slowly. Observation is noted. Introducing the concept of third law through above experiments.
Using wiring
channels of 1.5 m length and four marbles, perform the following activities
as shown in fig 3.18. ·
Move the first marble slightly back and roll
it forward. ·
Bring two marbles together and let them roll. Observations are noted. From the
above experiment concept of law of conservation of
momentum is introduced.
·
Whirl a stone tied on a string and observing
its motion and the necessary forces for its motion and releasing the string
and motion of stone is noted. ·
Discussion about the motion of giant wheel
and its speed except when it starts and steps. |
7.EXTENDED ACTIVITIES
Ø Prepare and present an experiment to illustrate
inertia of rest
Ø Find out situations from our daily life to
explain the law of conservation of momentum and write them down
Ø Prepare a poster to create awareness about the
accidents due to over speeding of vehicles.
CONCLUSION
The characterization of PCK is a complex
exercise that, in the case of teaching physics in high school, and especially
in upper secondary, requires greater documentation and research if it is
included in teacher training programme. We also observed the multiplicity of
methods used to characterize this type of knowledge and the existence of a
great diversity of positions with respect to the nature of PCK. With PCK
considered to be the centre of professional knowledge, its development has
taken on. Therefore, the design and implementation of intervention programs
should become the most relevant aspect to achieve a didactic change. To achieve
this goal, these efforts should be complimented with a deep analysis of
classroom practices that are based on the theoretical aspects of PCK, endowing
the teachers know how, planning and form of action with a more reflective
character. Although the tasks of developing PCK was not easy, it is important
to mention that each teacher had a unique PCK profile, which was constantly
changing, and therefore each PCK Profile could be constructed differently.
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