Beruflich Dokumente
Kultur Dokumente
These are three physical laws which provide relationships between the
forces acting on a body and the motion of the body, first compiled by Sir Isaac
Newton. Newton's laws were first published together in his work Philosophiae
Naturalis Principia Mathematica (1687). The laws form the basis for classical
mechanics. Newton used them to explain many results concerning the motion of
The first law or the Law of Inertia states that “An object at rest will remain
motion will remain in motion unless acted upon by an external and unbalanced
force”. The net force on an object is the vector sum of all the forces acting on the
object. Newton's first law says that if this sum is zero, the state of motion of the
object does not change. Essentially, it makes the following two points: An object
that is not moving will not move until a net force acts upon it and an object that is
in motion will not change its velocity (accelerate) until a net force acts upon it
(http://www.en.wikipedia.org/wiki/Newton's_laws_of_motion).
The second law or the Law of Acceleration states that “The rate of change
acceleration) as: .
applied. Notice the fundamental difference between Newton's 2nd Law and the
velocity (an acceleration); it does not maintain the velocity as Aristotle held
(http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html).
And the third law or the Law of Action-Reaction states that “All forces
occur in pairs, and these two forces are equal in magnitude and opposite in
Many people have known Newton's first law since eighth grade (or earlier).
And if prompted with the first few words, most people could probably recite the
law word for word. And what is so terribly difficult about remembering that F =
ma? It seems to be a simple algebraic statement for solving story problems. The
big deal however is not the ability to recite the first law or to use the second law
9
to solve problems; but rather the ability to understand their meaning and to
believe their implications. While most people know what Newton's laws say,
many people do not know what they mean (or simply do not believe what they mean)
(http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l3b.html.)
behavior of coffee in a coffee cup filled to the rim while starting a car from rest or
while bringing a car to rest from a state of motion? Coffee tends to "keep on
doing what it is doing." When you accelerate a car from rest, the road provides
an unbalanced force on the spinning wheels to push the car forward; yet the
coffee (which was at rest) wants to stay at rest. While the car accelerates
forward, the coffee remains in the same position; subsequently, the car
accelerates out from under the coffee and the coffee spills in your lap. On the
other hand, when braking from a state of motion the coffee continues forward
with the same speed and in the same direction, ultimately hitting the windshield
(http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l1a.html).
Learning
occurs due to experience and reinforced practice (Bustos and Espiritu, 1996).
10
experiences. Some activities that are primarily learned through this modality are
appreciation from that used to teach skills and knowledge. The most important of
these factors is the teacher. Unless the teacher is fully able to appreciate what is
Concepts
Concepts also aid the process of remembering, making it more efficient. When
students group objects to form a concept, they can remember the concept, and
then retrieve the concept’s characteristics. Students form concepts through direct
Tricks
It was the greatest physicist Albert Einstein who once quoted that “In the
matter of physics, the first lessons should contain nothing but what is
Einstein is right and his claim holds true in real classroom situation
excitement where students do participate. He, who has been involved for a long
encouraged students to ask questions and to explain what they learned from
also involved since the students discussed what they learned at school with their
advantage of the students’ fantasy and innate curiosity and to enlighten them on
In a research paper by Tabal and Birad (2003) results showed that a great
significantly higher than that of the respondents who were exposed on mere
lecture. Basing on these results, they concluded that the use of physics tricks
stressed out that teachers as well as practice teachers should not rely on pure
students.
A wise saying runs like this, ”The man who can make hard things easy is a
real teacher”. To become one, the teachers must be aware of the fact that the
two essential teaching skills are the ability to demonstrate and the ability to
enjoyable. This is what Sprott pointed out in his sourcebook for teachers of
the teaching of elementary physics over the years. His selected demonstrations
because he felt that it is necessary to get the attention of the students and to
convince them that physics is interesting before any learning can occur. He
13
mentioned also that there seems to be little help available for the teacher who
wants to improve the quality of his or her presentation. To answer this need, he is
important but the effectiveness on the students’ learning relies heavily on the
life.
(http://serc.carleton.edu/introgeo/demonstrations/why.html)
real-time (http://serc.carleton.edu/introgeo/demonstrations/why.html).
and simpler in scope than the real system they mimic. This allows instructor and
students to focus in on key aspects of the system's behavior. This simplicity also
14
makes it easier for students to manipulate, measure, and modify the model than
(http://serc.carleton.edu/introgeo/demonstrations/why.html).
Games
Years ago an educator named Edgar Dale, often cited as the father of
modern media in education, developed from his experience in teaching and his
observations of learners the "cone of experience" (see Figure 1). The cone's
Figure 1
Edgar Dale also added that people generally remember 90% of what is
said and done while only 10% is retained of what is read. So the best and most
teacher must design an activity in which the learner does a real thing. A good
enjoyment and sometimes also used as an educational tool. The term "game" is
also used to describe simulation of various activities e.g., for the purposes of
training, analysis or prediction, etc. Games are generally distinct from work,
which is usually carried out for remuneration, and from art, which is more
concerned with the expression of ideas. However, the distinction is not clear-cut,
and many games may also be considered work and/or art. An example of a
game is chess. You use your brain(s) to solve the game and win the game. Key
generally involve mental or physical stimulation, and often both. Many games
far back as prehistoric times, games are a universal part of the human culture
(http://en.wikipedia.org/wiki/Game).
Instructional games are structured activities with set of rules for play in
objectives. Competition and chance are generally factors in the interaction and
they do not necessarily attempt to imitate real-life situations. (Brown, et.al, 1977).
16
learn. And there are strong indications that game activities, the competition
encourage the students to help each other with their school work, especially of
different races or different sexes. Students like games if they understand the
et.al, 1977).