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| | | | | | | | | A mission in physics | |
A Mission in Physics
| Subject |
Physics |
| Level |
Upper secondary |
| Language |
English |
| Type |
Lesson sequence, team work |
Students perceive physics as a difficult subject in school. Their previous knowledge is
varying. How can we facilitate and motivate students in their physics studies at upper
secondary level?
We often, inaccurately, presume that students possess great knowledge about the surrounding
world. How many students know what a spark plug is? Is a rock lighter in water than in air?
In physics education we often start off with well known items and phenomena but if the
students haven’t themselves seen and experienced this, physics will become uninteresting and
the student uncommitted.
In order to give the students and the teacher a mutual experience, an introductory assignment
might be of aid. In this assignment the students are forced to find facts, reflect and decide on a
problem. They will thereby be given the experiences required to understand a new theoretical
feature. The teacher can always refer to the introductory assignment and say: -You, remember
the assignment with the car, where… The students are fully aware of the prerequisites and
become motivated to continue.
Start by presenting the mission in a challenging and exciting way. Split the class into groups.
With some guidance the students will make a presentation in 1-2 hours to the rest of the class.
The short time span is due to the few lessons available in physics. When working
transgressional the mission may expand in time and proportion; higher levels of performance
can then also be expected. Written as well as oral presentations can be done in different
languages. Subjects such as biology, chemistry, social studies and technology can be applied.
Contact details
Last update: 17 July 2007 | |
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