On Teaching On Teaching High School Physics High School Physics

EffectivelyEffectively

M. Victoria Carpio-Bernido and Christopher C. M. Victoria Carpio-Bernido and Christopher C. BernidoBernido

Research Center for Theoretical PhysicsResearch Center for Theoretical PhysicsCentral Visayan Institute Foundation (CVIF)Central Visayan Institute Foundation (CVIF)

Jagna, Bohol 6308Jagna, Bohol 6308PhilippinesPhilippines

Annual Meeting of the Physics Society of the Republic of ChinaAnnual Meeting of the Physics Society of the Republic of China28 January 2008 28 January 2008

National Chia-Tung UniversityNational Chia-Tung UniversityHsin-Chu, TaiwanHsin-Chu, Taiwan

OUTLINEOUTLINE MotivationMotivation Overarching Goal: CreativityOverarching Goal: Creativity Choice of Performance IndicatorsChoice of Performance Indicators Choice of General and Specific StrategiesChoice of General and Specific Strategies

– Pedagogical maximsPedagogical maxims

– Insights from neuroscienceInsights from neuroscience

Developing a Strong Learning EthosDeveloping a Strong Learning Ethos– learning program and environmentlearning program and environment

– curriculum developmentcurriculum development

There is a global There is a global competition in the training competition in the training

and recruitment and recruitment of the best minds in the of the best minds in the

world.world.

Creativeminds

trainingdisciplinestamina

Advances in

Science and

technology

Better products,services,

health

Overarching goal:Overarching goal: CREATIVITYCREATIVITY

To develop our young people To develop our young people up to the apex of an hierarchy up to the apex of an hierarchy of learning in physics.of learning in physics.

Levels of Levels of Learning in Learning in

PhysicsPhysicsQuantitativ

e-Mathematical (QM)

(Explanatory)

Qualitative – Conceptual/Verbal

(Explanatory)

Visual – kinesthetic(Exploratory)

QM Synthesis

“…“…a deeper understanding of the a deeper understanding of the power and beauty of this theory power and beauty of this theory [[quantum theory of the hydrogen quantum theory of the hydrogen atomatom] is not possible without a ] is not possible without a full mathematical treatment.” full mathematical treatment.”

– – D. Halliday and R. Resnick, D. Halliday and R. Resnick, Fundamentals of Physics (Wiley & Sons, New Fundamentals of Physics (Wiley & Sons, New

York, 1981) p. 818. York, 1981) p. 818.

Quantitative-mathematical Quantitative-mathematical explanatory levelexplanatory level

Levels of Levels of Learning in Learning in

PhysicsPhysicsQuantitativ

e-Mathematical (QM)

(Explanatory)

Qualitative – Conceptual/Verbal

(Explanatory)

Visual – kinesthetic(Exploratory)

QM Synthesis

Synthetical level example:Synthetical level example: The The CircleCircle

Circular functions:Coordinates of points

on the unit circle

Polygon ofinfinite sides

Venn DiagramsSimple harmonic

motion

Circumference: a linear functionArea: a quadratic function

Wave functions

Nontrivial topology

The PendulumThe Pendulum Acceleration due Acceleration due

to gravityto gravity Force diagramsForce diagrams Conservation of Conservation of

energyenergy Simple harmonic Simple harmonic

oscillatoroscillator Circular functionsCircular functions WavesWaves

Example: Example: Historical Trends in Historical Trends in PhysicsPhysics

Celestial Gravity

Terrestrial Gravity

Electricity

Magnetism

Weak Force

Strong Force

Superstrings?

Standard Model

Newton (1684)

Einstein (1915)

Maxwell (1865)

Salam/Weinberg(1967)

Fermi (1964)

Yukawa (1935)

How do we measure How do we measure success?success?

National competency-based National competency-based standardized examsstandardized exams

College entrance examsCollege entrance exams The depth of learning manifested The depth of learning manifested

by students in college and by students in college and professional lifeprofessional life

International measures (TIMSS, International measures (TIMSS, PISA, Nobel, etc.)PISA, Nobel, etc.)

Choice of StrategiesChoice of Strategies

Empirically based principles serve Empirically based principles serve as a compass for the judicious as a compass for the judicious choice of strategies.choice of strategies.

Pedagogical MaximsPedagogical Maxims

Learning by doing. Learning by doing. For science For science and math, students need to think and math, students need to think with their with their own mindsown minds and work with and work with their their own handsown hands..

Sound fundamentals. Sound fundamentals. Virtuoso Virtuoso levels are reached only by being levels are reached only by being well-grounded in the fundamentals.well-grounded in the fundamentals.

Mastery not vanity. Mastery not vanity. Simple problems Simple problems completely and clearly solved have greater completely and clearly solved have greater educational value than advanced problems educational value than advanced problems

sloppily analyzed with forced final answers.sloppily analyzed with forced final answers.

Adaptability.Adaptability. An educational program An educational program must be adaptive because no two learning must be adaptive because no two learning situations are ever completely alike.situations are ever completely alike.

Addressing the whole spectrum:

Slow learners

Majority

Bright to brilliant students

Average students

Performance scores

Nu

mb

er

Of

stu

de

nts

The Learning Mind

Pedagogy Cognitive Psychology

Neuroscience

Physics, Chemistry, Biology, Mathematics

gross anatomy andphysiology

cellular

molecular

sub-molecular

knowledge creation,concept formation

and behavior

genetic

sub-cellular

10-6 m

10-9 m

10-15 m

10-2 m

Cellular basis of learning Cellular basis of learning and memoryand memory

101011 11 neuronsneurons 101014 14 synapsessynapses Each neuron connected with about Each neuron connected with about

10,000 other neurons10,000 other neurons Integrate-and-fire modelIntegrate-and-fire model

Higher K+

Lower Na+

U = – 70mV

~ 53 mV

Ion channels

Unlike computer bits which are Unlike computer bits which are either “on” or “off”, a neuron’s either “on” or “off”, a neuron’s activation level is a continuous activation level is a continuous variable, allowing tremendous variable, allowing tremendous possibilities in differential possibilities in differential variations and spectra of variations and spectra of mental statesmental states

Mirror neurons Mirror neurons (Rizzolatti,Gallese, (Rizzolatti,Gallese, Fogassi, 1996)Fogassi, 1996)

The task-oriented brainThe task-oriented brain Brain activation of different structural parts Brain activation of different structural parts

to accomplish a task to accomplish a task

Parts can perform multiple functions, and are Parts can perform multiple functions, and are ready to take over damaged or dysfunctional ready to take over damaged or dysfunctional parts.parts.

Learning is achieved either through the Learning is achieved either through the growth of new synapses, or the growth of new synapses, or the strengthening or weakening of existing ones.strengthening or weakening of existing ones.

[See e.g., R. J. Sternberg, Cognitive Psychology; S. Gilman and S. W. Newman, [See e.g., R. J. Sternberg, Cognitive Psychology; S. Gilman and S. W. Newman, Manter and Gatz’s Essentials of Neuroanatomy and Neurophysiology; OECD Manter and Gatz’s Essentials of Neuroanatomy and Neurophysiology; OECD 2002]2002]

The task-oriented brainThe task-oriented brain

uses all resources at hand to uses all resources at hand to achieve an objectiveachieve an objective

– Synthesis of biochemicals Synthesis of biochemicals (neuropeptides)(neuropeptides)

– MutationMutation– AdaptationAdaptation

The adolescent brainThe adolescent brain

Brain imaging shows that both brain Brain imaging shows that both brain volume and myelination continue to volume and myelination continue to grow throughout adolescence and grow throughout adolescence and during the young adulthood period. during the young adulthood period. (OECD, 2002)(OECD, 2002)

Myelinated axons have greater Myelinated axons have greater conduction velocity of signals.conduction velocity of signals.

The brain and The brain and mathematical skillsmathematical skills

““Triple Code Model”Triple Code Model” Visual digit “3”: fusiform gyrusVisual digit “3”: fusiform gyrus Hearing “3”: perisylvian areaHearing “3”: perisylvian area Understanding that 3 > 1 : Understanding that 3 > 1 :

interparietal lobesinterparietal lobes

[OECD 2002][OECD 2002]

Brain imagingby positron emissiontomography (PET)

Setting up a learning program Setting up a learning program and developing a learning and developing a learning

ethosethos

The The CVIF Dynamic Learning Program (DLP)CVIF Dynamic Learning Program (DLP) is a synthesis of classical and modern is a synthesis of classical and modern pedagogical theories adapted to foster a pedagogical theories adapted to foster a high level of learning, creativity, and high level of learning, creativity, and productivity.productivity.

LectureDiscussion(70-80%)

StudentActivity(70-80%)

StudentActivity

LectureDiscussion

Traditional

CVIF Program

Emphasize the Emphasize the development of a good development of a good learning ethos learning ethos

over content coverageover content coverage..

The CVIF DLP and The CVIF DLP and allall co- and co- and extra-curricular activities are extra-curricular activities are geared towards maximizing:geared towards maximizing:

MotivationMotivation FocusFocus Confidence and Confidence and

ComposureComposure Self-DisciplineSelf-Discipline StaminaStamina

The CVIF Dynamic Learning The CVIF Dynamic Learning ProgramProgram

Parallel Learning Groups (Modified Parallel Learning Groups (Modified Jigsaw Strategy)Jigsaw Strategy)

Activity-based Multi-domain Activity-based Multi-domain LearningLearning

In-school Comprehensive Student In-school Comprehensive Student Portfolio (Portfolio (instead of notebooksinstead of notebooks))

Teachers Comprehensive Portfolio Teachers Comprehensive Portfolio ((instead of Lesson Plansinstead of Lesson Plans))

Strategic Study/Rest PeriodsStrategic Study/Rest Periods Integrated Cultural FormationIntegrated Cultural Formation

Class Schedule (Academic Class Schedule (Academic Day )Day )

SY 2006-2007 SY 2006-2007 [BEC 2004][BEC 2004]

MinMin First YearFirst Year Second YearSecond Year Third YearThird Year Fourth YearFourth Year

7:30-7:407:30-7:40 1010 MORNING MORNING PRAYERSPRAYERS and FLAGand FLAG CEREMONYCEREMONY

7:40-9:107:40-9:10 9090 SCIENCESCIENCE SCIENCESCIENCE SCIENCESCIENCE SCIENCESCIENCE

9:10-9:309:10-9:30 2020 RECESSRECESS RECESSRECESS RECESSRECESS RECESSRECESS

9:30-11:009:30-11:00 7575 MATH/CSMATH/CS MATH/CSMATH/CS MATH/CSMATH/CS MATH/CSMATH/CS

11:00-11:00-12:0012:00

7575 MAKABAYANMAKABAYAN//

MAKABAYANMAKABAYAN//

MAKABAYANMAKABAYAN//

MAKABAYANMAKABAYAN//

ENG. LABENG. LAB ENG. LABENG. LAB ENG. LABENG. LAB ENG. LABENG. LAB

1:30-2:301:30-2:30 7575 ENGLISHENGLISH ENGLISHENGLISH FILIPINOFILIPINO FILIPINOFILIPINO

2:30-3:302:30-3:30 6060 FILIPINOFILIPINO FILIPINOFILIPINO ENGLISHENGLISH ENGLISHENGLISH

3:30-5:003:30-5:00 6060 MAKABAYANMAKABAYAN MAKABAYANMAKABAYAN MAKABAYANMAKABAYAN MAKABAYANMAKABAYAN

Parallel Learning Groups(Simultaneous Classes)

Expert Teacher

Section 1 Facilitator

Section 3 Facilitator

Section 2 Facilitator

MOTIVATIONMOTIVATION

Clear Learning Targets for Clear Learning Targets for a task-oriented braina task-oriented brain

Written on the Written on the daily Activity daily Activity SheetSheet

SimpleSimple SpecificSpecific AttainableAttainable

CENTRAL VISAYAN INSTITUTE FOUNDATION Jagna, Bohol 6308 Philippines

A C T I V I T Y S H E E T

Name: _____________________________________ Grade/Score: ____________ Year and Section: ___________________________ Date: __________________

Please check the appropriate box.

Subject

Religion/Values Ed. Chemistry English TLE / IT

General Science Physics Filipino MAPEH

Biology Math Araling Panlipunan CAdT

Type of Activity

Concept Notes Laboratory Report Formal Theme Others:

Skills / Exercise / Drill Drawing / Art Informal Theme _________

Activity Title: LearningTargets:

Reference: Title

Author Page Numbers

FOCUSFOCUS: Enhanced by an : Enhanced by an Activity-based Multi-domain Activity-based Multi-domain LearningLearning

Learning by doingLearning by doing Discovery approachDiscovery approach Problem-solvingProblem-solving Active, not passive, Active, not passive,

learninglearning In-school activity In-school activity

policypolicy

Fostering the Learning Fostering the Learning MoodMood

Diminishingfocusing time

absorption timeabsorption time

Expandingabsorption

time“On-task”

STAMINASTAMINA

Developed by the daily routine of Developed by the daily routine of learning activities. learning activities.

At the end of the school year each At the end of the school year each student has written 150-200 pages student has written 150-200 pages of concept notes, drills, exercises, of concept notes, drills, exercises, illustrations, etc, for physics.illustrations, etc, for physics.

Instead of notebooksInstead of notebooks,,the Comprehensive Student the Comprehensive Student

PortfolioPortfolio Compilation of all Compilation of all

activities, exams, activities, exams, quizzes, concept notesquizzes, concept notes

Color-coded for subject Color-coded for subject areasareas

Cumulative scholarship Cumulative scholarship (typical of scientists’ (typical of scientists’ works)works)

In-school Portfolio In-school Portfolio PolicyPolicy

Enhancing creativity and Enhancing creativity and originality through originality through

strategic study strategic study and rest periodsand rest periods

PEHM DaysPEHM Days No-homework No-homework

policypolicy

How do we measure How do we measure success?success?

National competency-based National competency-based standardized examsstandardized exams

College entrance examsCollege entrance exams The depth of learning manifested The depth of learning manifested

by students in college and by students in college and professional lifeprofessional life

International measures (TIMSS, International measures (TIMSS, PISA, Nobel, etc.)PISA, Nobel, etc.)

Example: University of the Philippines College Admission Example: University of the Philippines College Admission TestTest

Number of Passers

Year

11

10

9

8

7

6

5

4

3

2

1

0

‘07‘06‘05‘04‘03‘02‘01‘00‘99‘98 ‘08

Example: Center for Educational Measurement Example: Center for Educational Measurement Physics Exam January 2006Physics Exam January 2006

TOPICSTOPICS CVIFCVIF NORMNORM

GROUPGROUPALLALL

SchlSchlss

BEST BEST SchlSchl

Solves Problems Using Solves Problems Using Ohm’s LawOhm’s Law

78 %78 % 29 %29 % 30 %30 % 48 %48 %

Energy transformation in Energy transformation in electrical power plantselectrical power plants

68 %68 % 52 %52 % 55 %55 % 66 %66 %

Solves problems with Solves problems with factors affecting the speed factors affecting the speed of soundof sound

66 %66 % 53 %53 % 50 %50 % 61 %61 %

Applies reflection law for Applies reflection law for images in plane/curved images in plane/curved mirrorsmirrors

44 %44 % 31 %31 % 31 %31 % 38 %38 %

Explains optics of human Explains optics of human eye, camera & optical eye, camera & optical instrumentsinstruments

68 %68 % 49 %49 % 48 %48 % 39 %39 %*Percentage of students who acquired a specific competencyNORM Group: NORM Group: refers to, for example 696 examinees, in the norm grouprefers to, for example 696 examinees, in the norm group..ALL Schls: ALL Schls: refers to CEM’s total volume of examinees for SY 2004-2005refers to CEM’s total volume of examinees for SY 2004-2005..BEST Schl: BEST Schl: refers to the HIGHEST-PERFORMING school (SY 2004-2005)refers to the HIGHEST-PERFORMING school (SY 2004-2005)..

Improved Performance in Improved Performance in Department of Education National Department of Education National

Exam (January 2007)Exam (January 2007)

19.81 % of the CVIF seniors 19.81 % of the CVIF seniors belong to the top 10 % belong to the top 10 % nationwidenationwide

( or 21 students out of 106 seniors got ( or 21 students out of 106 seniors got a percentile rank of 90 and above.)a percentile rank of 90 and above.)

Lectures/discussion only ¼ of the Lectures/discussion only ¼ of the class time, the rest being allotted for class time, the rest being allotted for other activities;other activities;

No homework throughout their 4 No homework throughout their 4 years in high school;years in high school;

Portfolios and all activities cannot be Portfolios and all activities cannot be brought home during the school year.brought home during the school year.

~ 90% of incoming freshmen come ~ 90% of incoming freshmen come from rural public elementary schools.from rural public elementary schools.

CVIF Tuition and miscellaneous fees CVIF Tuition and miscellaneous fees total around P 8,000 (US$200) per total around P 8,000 (US$200) per student per year.student per year.

Marked lack of home educational Marked lack of home educational support; >95% have no tutors.support; >95% have no tutors.

Factors to considerFactors to consider::

Designing a Physics Designing a Physics Curriculum for the Learning Curriculum for the Learning

as One Nation Projectas One Nation Project Distill common topics from local and Distill common topics from local and

international curricula, and propose international curricula, and propose essentials in high school physics essentials in high school physics considering our targets and constraints. considering our targets and constraints.

Proposed curriculum is scheduled for Proposed curriculum is scheduled for pilot implementation for school year pilot implementation for school year 2008 – 2009, under the Learning as 2008 – 2009, under the Learning as One Nation project, funded by the Fund One Nation project, funded by the Fund for Assistance to Private Education of for Assistance to Private Education of the Philippine Department of Education.the Philippine Department of Education.

Learning as One NationLearning as One NationLearning as One NationLearning as One Nation

Team of National Experts

Team of National Experts

Synchronized science and math classes

Synchronized science and math classes

Constraints:Constraints: The curriculum shouldThe curriculum should

introduce essential physics introduce essential physics principles in the light of new principles in the light of new developments in science and developments in science and technologytechnology

be a springboard for addressing be a springboard for addressing present and future major present and future major scientific research concernsscientific research concerns

Constraints:Constraints: The curriculum shouldThe curriculum should

prepare high school students to do prepare high school students to do well in local and international aptitude well in local and international aptitude exams, college entrance exams, and exams, college entrance exams, and college course workcollege course work

respond to the demands of global respond to the demands of global competitiveness in content mastery, competitiveness in content mastery, mathematical rigor and staminamathematical rigor and stamina

SAT II Physics (USA)SAT II Physics (USA)

TopicsTopics Percent of Percent of TestTest

MechanicsMechanics 36 - 42%36 - 42%

Electricity and MagnetismElectricity and Magnetism 18 - 24%18 - 24%

Waves (sound and optics)Waves (sound and optics) 15 - 19%15 - 19%

Heat & thermodynamicsHeat & thermodynamics 6 - 11%6 - 11%

Modern physicsModern physics 6 - 11%6 - 11%

Measurement, lab, historyMeasurement, lab, history 4 - 9%4 - 9%See e.g., US College Board (2006-2007)

Strategic integration with the whole Strategic integration with the whole curriculum such that a greater curriculum such that a greater number of students can learn more number of students can learn more physics at physics at high levels of mastery.high levels of mastery. Science I – IVScience I – IV

Math I – IVMath I – IV English I – IVEnglish I – IV Social Studies I – IVSocial Studies I – IV Technology and Livelihood Education I – Technology and Livelihood Education I –

IVIV Music, Arts, PE, Health I – IVMusic, Arts, PE, Health I – IV Values I - IVValues I - IV

Example of Integration at Example of Integration at CVIFCVIF

English IV – English IV – essays on myopia, essays on myopia, hypermetropia, astigmatism; the stuff hypermetropia, astigmatism; the stuff of the universe (including birth, of the universe (including birth, composition and death of stars, composition and death of stars, elementary particles); DNA and elementary particles); DNA and proteinsproteins

TLE IV – TLE IV – electricity, electrical circuits, electricity, electrical circuits, power and energy, electromagnetic power and energy, electromagnetic induction, transformersinduction, transformers

MAPEH IV MAPEH IV – Music Music : musical scales, sound: musical scales, sound– ArtArt : : review of ratio and proportion, review of ratio and proportion,

geometry and symmetrygeometry and symmetry– PEPE : balance and equilibrium, : balance and equilibrium,

geometrygeometry– HealthHealth : : molecular,molecular, atomic and atomic and

nuclear composition, radioactivity, nuclear composition, radioactivity, radiation safetyradiation safety

Distill from theDistill from the

great mass of formulas and great mass of formulas and diagrams diagrams

simple but powerful simple but powerful

unifying laws and principles of unifying laws and principles of nature.nature.

Organizing PerspectivesOrganizing Perspectives

Nature, tools, and methods of physicsNature, tools, and methods of physics– Qualitative and quantitative descriptionsQualitative and quantitative descriptions– Present standard theoriesPresent standard theories

Measurement and scalesMeasurement and scales– Length, mass, and timeLength, mass, and time– Domains of physical theoriesDomains of physical theories

Matter: form, composition, structure, Matter: form, composition, structure, properties, stabilityproperties, stability– Elementary constituentsElementary constituents– Single particles and systemsSingle particles and systems– Bulk matterBulk matter

Interactions: dynamics and degrees of Interactions: dynamics and degrees of freedom freedom – Matter – Field Matter – Field – Matter – MatterMatter – Matter

Energy: forms, transmission in waves, Energy: forms, transmission in waves, equivalence with matterequivalence with matter– Classical and quantum opticsClassical and quantum optics– ICTICT

Intended vis-à-vis Intended vis-à-vis implemented curriculaimplemented curricula

Compare intended curricula Compare intended curricula

vis-à-visvis-à-vis – Topics actually taken up in class Topics actually taken up in class – Concepts and skills learned by Concepts and skills learned by

students.students.

Sample Sample implemented implemented

curriculumcurriculum

CVIF physics class (4CVIF physics class (4thth year high year high school)school)

School Year 2006-2007School Year 2006-2007

First Quarter Topics First Quarter Topics (June 4 – Aug.11, (June 4 – Aug.11, 2006)2006)

No. of No. of hourshours

Physics and the Scientific MethodPhysics and the Scientific Method 3.03.0

MeasurementMeasurement 3.03.0

Vectors in PhysicsVectors in Physics 3.03.0

Motion with constant velocityMotion with constant velocity 1.51.5

Accelerated rectilinear motionAccelerated rectilinear motion 3.03.0

Uniformly accelerated motionUniformly accelerated motion 1.51.5

Graphs in kinematicsGraphs in kinematics 3.03.0

Acceleration due to gravity and the pendulumAcceleration due to gravity and the pendulum 3.03.0

Linear MomentumLinear Momentum 3.03.0

Newton’s Three Laws of MotionNewton’s Three Laws of Motion 3.03.0

Conservation of Total Linear MomentumConservation of Total Linear Momentum 3.03.0

Weight and TensionWeight and Tension 3.03.0

Force diagrams with normal and frictional Force diagrams with normal and frictional forcesforces

3.03.0

Second Quarter Topics Second Quarter Topics (Aug.14 – Oct.20, (Aug.14 – Oct.20, 2006)2006)

No. of No. of hourshours

Archimedes’ PrincipleArchimedes’ Principle 3.03.0

Newton’s Universal Law of GravitationNewton’s Universal Law of Gravitation 4.54.5

Inertial mass and gravitational massInertial mass and gravitational mass 1.51.5

Center of GravityCenter of Gravity 3.03.0

Weight and the Universal Law of Weight and the Universal Law of GravitationGravitation

1.51.5

Mechanical energy of a systemMechanical energy of a system 3.03.0

The simple harmonic oscillatorThe simple harmonic oscillator 4.54.5

The spring and weightThe spring and weight 3.03.0

The simple pendulum and mechanical The simple pendulum and mechanical energyenergy

4.54.5

Third Quarter Topics Third Quarter Topics (Oct.23 – Jan.19, 2007)(Oct.23 – Jan.19, 2007) No. of No. of hourshours

Two-dimensional kinematicsTwo-dimensional kinematics 6.06.0

Examples of projectile motionExamples of projectile motion 3.03.0

Uniform circular motionUniform circular motion 1.51.5

Centripetal forceCentripetal force 1.51.5

Linear velocity in uniform circular Linear velocity in uniform circular motionmotion

1.51.5

Linear velocity and angular speedLinear velocity and angular speed 1.51.5

Centripetal accelerationCentripetal acceleration 1.51.5

Coulomb’s LawCoulomb’s Law 3.03.0

The EquilibrantThe Equilibrant 3.03.0

The electromagnetic spectrumThe electromagnetic spectrum 1.51.5

WavesWaves 1.51.5

Ray optics; plane mirrorsRay optics; plane mirrors 1.51.5

Concave and convex mirrors Concave and convex mirrors (introduction)(introduction)

1.51.5

Fourth Quarter Topics Fourth Quarter Topics (Jan.15 – Mar.16, (Jan.15 – Mar.16, 2007)2007)

No. of No. of hourshours

Plane, concave and convex mirrorsPlane, concave and convex mirrors 3.03.0

WavesWaves 1.51.5

Sound wavesSound waves 1.51.5

The velocity of soundThe velocity of sound 1.51.5

Musical scales with water bottlesMusical scales with water bottles 3.03.0

Heat and thermodynamicsHeat and thermodynamics 1.51.5

Zeroth Law of thermodynamicsZeroth Law of thermodynamics 1.51.5

The First Law of thermodynamicsThe First Law of thermodynamics 3.03.0

Entropy and the Second Law of Entropy and the Second Law of thermodynamicsthermodynamics

3.03.0

Specific heat of gasesSpecific heat of gases 3.03.0

Sample Sample AssessmentAssessment

September 2006 long test September 2006 long test (total of 60 (total of 60 points)points)– Coverage: linear momentum, tension Coverage: linear momentum, tension

and weight, force diagrams, Archimedes’ and weight, force diagrams, Archimedes’ principle, collision and momentumprinciple, collision and momentum

– Multiple choice (20 pts), problem solving Multiple choice (20 pts), problem solving (22 pts), essay with figures (18 pts) (22 pts), essay with figures (18 pts)

– 70 out of 106 (or 66% ) students scored 70 out of 106 (or 66% ) students scored 75% and above (zero-base grading)75% and above (zero-base grading)