ONLINE
ASSIGNMENT
Submitted by
ASHA.T.K
PHYSICAL SCIENCE
INDEX
Sl. No.
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Content
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Page No.
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1
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Introduction
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3
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2
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Content
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4-10
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3
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Conclusion
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11
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4
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Reference
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11
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TOPIC: EFFECTIVENESS OF CORRELATION OF
PHYSICAL SCIENCE WITH OTHER SUBJECTS.
INTRODUCTION
No subject
can be taught in isolation and so is the case with teaching of chemistry. For
an effective learning full advantage must be taken of various correlation and
applications of chemistry and physics. In addition to correlation of chemistry
and physics with other school subjects and daily life, a lot of correlation is
possible with other science subjects. Artificial division of
science into various branches is a matter of convenience and not of necessity.
Based upon this premise, many educators advocate the implementation of
curricula based upon the correlation between various subjects. These kinds of
curriculum give more meaning to our class-room instructions. Various inventions
in chemistry and physics have contributed lot to the social and physical
advancement of our society. Chemistry and physics has contributed a lot to
development of some other subjects. In the following pages we will take up the
correlation of chemistry and physics with other subjects.
CONTENT
As known that for over all development of the students,
various subjects are being included in the curriculum. These subjects are not
selected on ad-hoc basis, but this decision is taken after proper consideration
and analysation. Generally those subjects are included in the curriculum which
is found to be complementary to each other, as the main objective of all of
them is to achieve set objective of education that is to bring about over all
development of the students.
Science
is quite a complex and vast kind of subject, because of which the task of
correlating it with other subjects of curriculum seems to be quite an easy
task. Deliberate effort should be done by the science teacher to bring about
co-relation in between the science and other subjects of the curriculum, which
are being imparted to the students.
Through
this, students will find the opportunity to relate the knowledge which they
have already gained, with the knowledge which they are gaining. This kind of relation
activity leads to development of interest among the students.
While
imparting knowledge of one subject, teacher gets much help in communicating his
ideas if he makes use of examples or reference of concepts covered by other
subjects. Although it is not very easy to co-relate various subjects with the
complex subject like science, but it is not impossible. This can be done in the
following manner:-
PHYSICAL SCIENCE WITH MATHEMATICS
A
large number of scientific principles and rules are represented in the form of
mathematical expressions, for which it is very necessary for the student or
person intending to get advanced study of science subjects to have sound
mathematical basis. Without making use of mathematical expressions and rules,
it is not possible for any teacher to conduct science teaching in effective
manner.
The
significance of mathematics in the science can be proved by the views of the
experts that mathematics has given sound footing to the scientific laws and
principles. Before beginning any topic in the science, it is essential for the
teacher to make sure that mathematical basis of all the students is strong and
vast.
Probably,
mathematics is considered to be sole language of science because of which real
understanding of science is considered to be impossible without adequate
knowledge of mathematics. Some of the useful mathematical tools which are
generally used in the science teaching are Algebraic equations, Geometrical
formulas, Graphs etc.
Co-relationship
existing in between one of the subject of science and mathematics can be
understood. Astrology is an advanced branch of science in which it is predicted
or enumerated that which planet revolves at which speed and when it will get
appeared to the people of earth.
This
is quite complex area, and no one can enter into this complex area without
having a sound mathematical basis. Likewise, mathematical rules and theories
are also applied to considerable extent in physics, in which no one can intend
to take even single step without relying on the subject of mathematics.
Thus,
it can be said that science teacher should make all efforts by which he can
establish co-relation in between the subjects of science and mathematics. It
will not be improper in any way to consider both of these subjects as
complementary to each other, which can be studied simultaneously or at the same
time.
For
this reason it can be said that without making use of examples from
mathematics, it is not possible for science teacher to explain various
scientific principles and concepts properly to the students. To make it
possible, sincere and deliberate efforts should be made by science as well as
mathematics teacher to co-relate both the subjects in accordance with the
syllabus.
PHYSICAL SCIENCE AND LANGUAGE:
Although
science is a practical subject, it is very important for it's learners to be
able to express their views and ideas in clear and attractive form. For this
purpose, it is necessary that they should have thorough knowledge of language
which they use. Student who does not have good control over the language cannot
express his views and various scientific laws and principles in front of others
and especially in front of teacher.
Today,
as a result of adoption of uniform technical terms and symbols, vocabulary of
different languages have been enriched to considerable extent. In making
students able to give answers of various scientific queries, in effective
manner, either in written form or orally, science teacher and language teacher
should take up a joint responsibility on their shoulders.
To co-relate science with language
subjects, students can be asked to write essays on some scientific topic. If
student make any kind of grammatical mistake, then the teacher can ask him to
make correction in his language. Likewise, language teacher can give the task
of writing about some scientific happening in the assignment designed for them.
In this manner, he can correlate science with the language.
PHYSICAL SCIENCE AND HISTORY
It
sounds quite amazing that some kind of correlation can exist in between the
science and history as earlier subject is practical in nature while nature of
later subject is purely theoretical. However, it is possible to co-relate these
subjects with each other.
While
mentioning about the various scientific discoveries taken place in the earlier
periods, teacher can relate with the major events of the world history.
Students should be told about the situation of science at the time of reigns of
various famous kings or rulers. Teacher should narrate to the incidences which
inspired various scientists to found out the medical remedies of various
diseases.
Not only this, the function of
co-relating science with history can be done by mentioning the kind of living
standard people used to experience at different parts of the human history.
With such knowledge, they will become aware of the scientific concepts like
sanitation and healthful living.
Science and Geography:
Geography
is the subject in which various concepts relating to earth on which we live are
dealt with. Everything existing on earth, on different planets of the universe
are also main subjects of geography. Which kind of crop should be sown in which
kind of soils, how many kinds of rocks are found on the earth are some of the
main topics which are covered by Geography. One will be surprise by this fact
as these topics are also covered by the subject of Science.
In
science, various concepts relating to the atmosphere and earth in which living
and non-living beings exist are made. For this reason, temperature, wind
directions and measurement of rainfall are conducted in the subject of science
by making use of various apparatus.
Results
obtained by the science in terms of climate and the manner in which it affect
the human beings and earth are being interpreted by subject of Geography. The
manner in which it is mentioned by the geography that how soil gets produced
through crushing process of rocks, which makes the subject a special branch of
science.
Therefore,
geography lessons on these subjects will be best understood and appreciated if
they have been discussed in length by the science teacher. There are various
topics which are of common interest for geographers and scientists. Thus, it
can be said that both of these subjects are complementary to each other. Both
of these subjects are very near to each other, thus science teacher will not
find any kind of problem in relating science with the subject of geography.
PHYSICAL SCIENCE WITH
ART:
There is a close relationship between the study
of science and study of science and study of art. In biology a student is
required to draw a large no of diagrams which he cannot draw in the absence of
a good deal of practice in art lessons. A large number of drawings are also
found in physics and chemistry and for these also some practice in art of
making drawings in essential.
Drawing and handwork are thus correlated to the study
of science. Charts and diagrams for display in science laboratory should be
good looking and quite durable. For this lettering should be done in script.
Thus for drawing and lettering such charts, the students needs the help of art.
The making models of scientific instruments, polishing
articles of wood, soldering etc., can be encouraged a among science students.
In this way hand work can be easily correlated with the study of science. Such
a correlation between science and work experience (SUPW) can be utilised in
developing various improvised apparatus.
It is not only the science that needs the help of arts
also needs the help of science. Knowledge of chemistry of pigments, chemical
properties of various types of dyes etc.; is quite useful to art.
PHYSICAL SCIENCE WITH
CRAFTS:
Some people will find it quite unsound to relate
science and craft works with each other, but various kinds of improvements can
be brought about in ability of students to understand various scientific
principles and facts. During craft periods, students can be provided with the
task of designing various pieces of scientific apparatuses and equipments.
Through
such step, scientific interest can be developed in the students, which will
help in arousing the interest of students in various scientific incidences. An
urge will get developed in them to see or observe the equipments or apparatuses
designed by them in reality, by which they will be motivated to get more and
more information regarding the research functions conducted in the scientific
field through various means and sources. Thus, it can be said that if science
teacher will relate science with other subjects of the curriculum, then he will
get more justifiable and satisfactory results.
Science and Music:
In
our nation, music has its own importance as different kinds of songs are found
in different parts of the nation. There are songs and theories of music in
different languages. Various musical stars got born in our nation, but the
number of persons engaged in musical area has diminished to considerable extent
as now people consider it as wastage of time and efforts.
To
encourage people and especially students to get involve themselves in
professions having their roots in music, this has been accepted as an
independent subject in various schools and institutions and it forms an
integral part of school curriculum. For the students of music, knowledge of resonance,
vibration systems in strings and air columns is very necessary and important.
To
make improvements in their voice and manner of singing, various scientific
equipments are being used today, which could not come into being without
scientific developments. Thus, it is only through the utilization of scientific
developments in the real life that led to development of various apparatuses
used in the musical field. Science teacher can relate subject of science with
the music by narrating the students that what led to development of various
equipments used by the musicians and on which principles do they operate or
function.
PHYSICAL SCIENCE WITH LIFE:
According to Herbet Spencer, the main aim of education
is to prepare students for future life. This aim can be achieved only if
education is preparing students for future life this aim can be achieved only
if education is correlated with life. Therefore, teaching of various subjects
should be correlated with life. Therefore; teaching of various subjects should
be correlated with various aspects of life.
A subject is best understood when it is applicable to
daily life. Correlation of a subject with daily life is of the utmost
importance in order to create interest in the subject. Correlation with daily
life makes the subject relevant instead of being only theory with no practical
applications.
Science: give evidences of the scientific phenomena.eg:
gives the reason for the droplets formed in an AC car or use of Aluminium foil
to pack foods, to explain its oxide forming property.
PHYSICAL SCIENCE WITH ENVIRONMENT
Though
the main aim of science is to impart training in scientific methods yet the
study of science also aims to provide an insight into many of natural
phenomenon and also teaches us the various scientific principles that lie at
the bottom of many simple rule of life. For fostering a love for science study
among children teacher should bring home to his students the useful and
interesting application of principles of science in daily life. Every principle
of science has some useful application in daily life and it is the duty of the
teacher to emphasize these while teaching the principle. It is likely to make
his lesson more interesting, stimulating and realistic. Teacher is free to
include that phenomenon which are matters of every day experience even if these
are not prescribed in the syllabus. Teacher should make a conscious effort to
arouse the interest of his students in such applications of science in everyday
life. Science teacher can find many applications of science in daily life and
it would be much better if he quotes examples with rural background in rural
schools and examples with rural background in rural schools and examples having
urban background in rural schools and examples having urban background in urban
schools. For correlating science with everyday life an effort have to be made
to make use of available community resources. For example, a teacher can plan
visit to a power station or hydro-electric generator while teaching the
generation of electric current. The topic on levers can be correlated with
their functioning in human body and their use in agricultural implements etc.
PHYSICAL SCIENCE AND CIVICS
The
main objective of imparting information of both the subjects is to create good
and useful citizens for the nation, thus it is possible to correlate both of
these subjects with each other. Through science, students become able to
understand the utility of scientific inventions in their life, by which they
become more responsible.
They
begin to realise a sense of responsibility, which help them in playing
important role in development of the nation. Through information of scientific
facts, students get to know about various kinds of diseases and the role which
they can play in creating a healthy and clean atmosphere around them. Through
this kind of information, they become more responsible citizens and play an
important role in creating an ideal civic life in the society and nation as a
whole.
CONCLUSION
The major aim of education is the unification of knowledge
existing in different branches of learning. To achieve such unification
conscious effort has to be made by teachers teaching various subjects. It is
only by such a joint venture that we will be able to achieve the goal of
unification of knowledge and bridge the gap that separates them.
We can thus see that the science teacher can correlate
has lesson in any branch of science with some other branches of science using
suitable examples. There are a plenty of topics which are common to two or more
branches of science.
REFERENCES
·
Mohan,
R (2013). Innovative Science Teaching.
New Delhi: PHI Learning Private Limited
·
Mollykkutty,
M & Mathew T K (2014). Science
Education- Theoretical Bases of Teaching & Pedagogic Analysis. Kottayam:
Rainbow Book
·
Kumar,
A (2004). Teaching of Physical Science.
Anmol Publications.
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