ONLINE ASSIGNMENT-2

ASSIGNMENT

Paper:- EDU-05-8: PEDAGOGIC CONTENT KNOWLEDGE ANALYSIS: PHYSICAL SCIENCE

Topic:-Development of Science in ancient medieval and modern periods

Submitted to                                                                            Submitted by,

          Smotha Miss                                                        Archanan. M

                                                                                      Bed Physical Science

                                                                                      F.M.T.C

                                                                                       Mylapore

Submitted on:

INTRODUCTION

          Power has played a significant role in the motivation of scientific progress, specifically in comparing modern science and ancient science. Power seekers have been greatly attracted to scientific pursuits seeking monetary, life – giving or glory of health, wealth and eternal life charmed many an alchemist to “the Poorhouse, Madness, or an Untimely death” (Coudert – 35), While Modern Society itself has embraced scientific development with a Similar fervor.

          Amidst many Similarities, the rift between ancient and modern science is enormous and has frequently left historians puzzled. Although it is clear to historians that the stragnant science of ancient times developed into the modern scientific pursuit in the 17^th century, it is not clear what specifically caused this revolution of scientific thought.

          This will discuss differences in motives – which have driven ancient and modern science, arguing that 17^th century alterations of power structures led to the ultimate division between modern and ancient science.

DEVELOPMENT OF SCIENCE IN THE ANCIENT AND MEDIAEVAL PERIOD

          The origin of science can be traced back to the old stone age when the earliest men made tools of wood, bone etc. During the new stone age men turned from hunting to agriculture. Sometime about 3000 BC smelting and casting of metals were discovered. The Sumerians used bronze and devised cuneiform signs for writing. Empirical knowledge was first systematized by the Babylonians and Egyptians. The Babylonians recorded an eclipse of the sun and Egyptians built pyramids using mathematics menstruation and surveying. The smelting of Iron was discovered by about 1400 BC. It was the Greeks that first conceived science as a body of  knowledge, logically deducible from the limited number of principle. At the time of Pythagoras, Arithmetic and geometry leaped forward. Euclid’s elements of Geometry is an important Contribution of the Greeks. The application of reasoning in Geometry was perfected by plato (427-347 BC) and his pupil Aristotle (384-322BC). Heraclides of pontus (388-312BC), a pupil of Aristotle, is notable for his discovery that day and night are caused by the earth’s rotation.

          Archimedes (287-212BC) was one of the greatest mathematicians the world has ever known, and he was also the greatest engineer of ancient times. In mechanics he developed the laws of levers  and pulleys and principles of hydro statics. After the fall of the Roman  empire the heritage of Greek Science was preserved by the Arabs. They were particularly active in the field of Medicine and Alchemy from which the word chemistry was coined.

          It was only at the end of the 11^th century that Christian scholars took active interest in science. Roger Bacon experimented with lenses and  gun power and he is said to have invented magic lantern. Leonado da Vinchi Studied Mechanics, Geology and Anatomy. Another important Contribution of the later middle ages to science was the invention of printing with movable type by John Gutenberg in 1440.  William Harvey discovered the theory of blood circulation.

          India made a pioneer headway in the field of mathematics, medicine, astronomy and agriculture till about 600 AD. The earliest available historical records indicate that chemistry was well developed in India. The excavations of Baluchistan, Sind and the Punjab have brought to hight the remains of cultural settlements that flourished four thousand years before the dawn of Christian era. They knew how of manufacture pottery of baked or burned clay as well as how to extract copper from ores and to shape the metal into useful articles. The oldest Indian Scripture, Rigveda refers to process of  extracting and purifying metals such as gold, silver, bronze and copper, preparation and tanning of leather and fermented liquors and also the healing power of medical herbs. The Sankhya theory of cosmology originated by kapila and the atomic theory by Kanada Muni that matter was composed of atoms were originated in India. Agur-Veda, one of the Upa-Vedas Consists of Six books on Surgery, nosology, anatomy , therapeutics, toxicology and supplementary, section dealing with local diseases. The character   Samhita and the Susrutha  Samhita and the Susrutha Samhita  are the two most important  documents  on  medicine and surgery of these time.

SCIENCE IN THE MODERN PERIOD

          Modern Science is based on sound methods of research and sound ideas of the nature of the physical world. The scientific movement in the modern period was initiated in the 17^th Century. Some of the land marks in the history of science in the modern period  are the ones listed below:-

·        Galileo invented telescop, discovered sunspots (1610 – 1613)

·        John Napier published his tables of logarithms (1614)

·        Willeboard snell discovered the law of refraction(1621)

·        Torricelli discovered atmospheric pressure and suggeste   how a barometer might  be constructed (1643)

·        Pascal found out that air pressure is lower at the top of a mountain than at the bottom (1646)

·        Robert Boyle investigated the relations between volume and pressure of gases (1659)

·        Robert Hooke discovered cell  (1665)

·        Antony Van Leeuwenhock discovered bacteria using a simple microscope (1675)

·        Edmund Halley observed Halley’s comet and Calculated its orbit and period (1682)

·        Newton’s laws of gravitation  (1687)

·        Gabriel Fahren heit devised thermometer Scale called Fahrenheit (1714)

·        James Bradley discovered the aberration of light (1727)

·        A Celsius devised the first centigrade scale for thermometer (1742)

·        William Watson discovered the mercury vapourlamp(1751)

·        Benjamin Franklin invented the lightning conductor (1752)

·        Carl Linnacus proposed a system of naming plants and animals (1753)

·        Joseph priestly discovered Oxygen (1755) (but announced in 1774)

·        A. Von Haller first recognized the thyroid, thymus and ductless gland(1766)

·        Joseph priestly discovered laughing gas(nitrous oxide) (1776)

·        William Herschel discovered the planet Uranus  (1781)

·        James Watt  introduced the horse power as the Unit of Work (1783)

·        M.H. Klaproth discovered Uranium (1789)

·        Alessandro Votta Constructed the first Vottaic cell (1793)

·        Edward Jenner invented Vaccination against smallpox (1796)

·        Thommas Northmore Liquified Chlorine (1805)

·        G.S. ohm announced ohm’s law (1827)

·        Michacl Faraday discovered electromagnetic induction (1831)

·        T.Schwann Propounded his cell theory (1839)

·        Louis Pasteur discovered anaerobis organisms (1861)

·        Claud Bernad  discovered that the liver manufactures and store glycogen (1861)

·        Gregoe   Mendel published law of heredity (1865)

·        Joseph Lister used carbolic acid as antiseptic (1867)

·        D.J.Mendeleev improved periodic table (1871)

·        Robert Koch discovered tuberculosis bacillus (1882)

·        Louis Pasteur developed Vaccine for Rabbies (1885)

·        Wilhen Rontgen discovered X-rays (1895)

·        Henry Becquerrel discovered radio activity (1896)

·        Sir Ronald Ross Worked out life history of malarud parasite (1897-98)

·        Maric curie and Piere Curie discovered radium (1901)

·        Orville Wright and Wilbur Wright invented aeroplane (1903)

·        F. Stolz Synthesised adrenalin (1904)

·        E. Rutherford discovered alpha particles (1906)

·        Einstein published his theory of relativity (1915)

·        F.G.Banting and C.H.Best developed Insulin (1922)

·        Sir Alexander Flemming discovered antibiotic (1928)

·        Jonas Salk perfected polio Vaccine (1952)

·        Watson & Crick discovered the structure of the DNA (1953)

·        Yuri Gagarin orbited the earth in the artificial Satellite (1961)

·        Khorana Synthesised ‘Artificial genes’ in the laboratory (1970)

·        Karl Von Frisck studied the dance of honeybees for communication(1973)

·        Casar Milstein discovered Monoclonal antibodies (1975)

·        Donald Johanson discovered ‘Lucy’ a four million year old hominid fossil (1977)

·        Klaus Von Kiltzing discovered Quantum half effect (1977)

·        First Test tube baby born (1978)

·        First Manned, reusable space craft Columbia launched (1982)

·        Barbara Mc Clintock discovered Jumping Gems (1983)

·        Invented CF for Sound recording (1983)

·        Robert Gllo (USA) and Louis Montagnier (France) discovered AIDS Virus (1983)

·        Alec Jeffreys, Wilson and Thien developed DNA Finger printing Technique (1986)

·        Ian Shelton discovered the first supernova since 1604 in our galaxy (1987)

·        Kary mullins developed in vitro gene cloning (1988)

·        Human genome project (started in 1988) to map 3 billion genetic base paris in the human gene (1994)

·        Pru singer discovered ‘prions’- a class of infectious protein particles nearly 100 times smaller than the smallest virus (1997)

CONCLUSION

     In conclusion, ancient and modern suence   parted ways with the dawn of 17^th century rationalism and the Renaissance. Significant changes in the power structures of the prevailing Society led to an upheaval of the medival status quo which, in turn, led to revolutionary reform into only the sciences but in acadamia   in general, as well as in politics, religion and Social organization.

     How ever, it was in fact the Culmination of the Renaissance and 17^th Century ideals which largely the power motives of knowledge accessibility, philosophical and ideological trends, and the relation ship of science with church.

REFERENCES

1.     Dr. K. Sivarajan & Prof. A Faziluddin(2006)

Methodology of Teaching and Pedagogic analysis, Central Co-operative stores Ltd. No. 4347 P.O Calicut University.

2.      https://www,goshen.edu/bio/Bio/410/bss paper 96/Witmer.html#anchor 37893.

ONLINE ASSIGNMENT-1

ASSIGNMENT

EDU-05.8: PEDAGOGIC CONTENT KNOWLEDGE

        ANALYSIS: PHYSICAL SCIENCE

                                SUBMITTED TO: SMITHA TEACHER

                                SUBMITTED ON: 22/08/17

                                                                             SUBMITTED BY,

                                                                  Archana.M

                                                                                            B.Ed Physical Science

                                                                                                 F.M.T.C ,Mylapore

TOPIC:

                     Text book- Qualities, Vogel’s criteria

                                          Fog index

INTRODUCTION

Text book that are intended to be used should be useful for the students as well as teachers. They should be so designed that on the one hand they may be written according to the psychological requirements of the students and on the other they should serve the purpose of the teacher who wish to impart knowledge to the students in a successful and interesting manner. The size of the books should be handy. It should be possible for the students to carry them properly. They should not be bulky. This is especially true about books intended for the primary classes. Printing and getup of the books should be interesting and attractive. They should be printed in the letters that they do not require strain on the eyes of the students. On the other hand they should be correctly and neat printed. The exterior of the picture should be attractive. If the exterior is attractive, students would like to carry them and keep them. This is true of the books intended for primary classes. They should serve the purpose of the subject matter as well as the aims and objects of the teaching. Various score cards and check lists have been devised to make the selection of text books as objective as possible.

CONTENT

In the teaching- learning processes, the text book occupies and important place. There is a saying “As is the text book, so is the teaching and learning”. A good text book can even replace class room teaching. The science text book should aim at aiding the pupils in the development of their personalities, in developing open mindedness, developing appreciation and understanding of nature and not merely stuffing their minds with facts.

Characteristics of a Good Text book:

Thurber and Collette (1964) suggested six criteria for choosing a good text book. They are as follows.

1.      Content

2.      Organaization

3.      Literary style and vocabulary

4.      Illustrations

5.      Teaching aids

6.      Mechanical make up and appearance

1. Content:

              The content of text books for any one subject matter field is remarkably uniform, about 85 percent of the content being common to all of them.

·         The content should be appropriate for the age level and experience backgrounds of the pupils.

·         The concepts should not be too complex for maturity of the pupils.

·         The content should be consistent with the pupil’s needs and interests.

·         The content should conform with any state or local syllabi that must be followed.

·         The statements must be accurate.

·         The content should reflect the unknowns and uncertainties in science as well as the knows.

2. Organaization:

                Two distinct types of organaization are seen in school science books.

a)      In the first type using local organaization, concepts and principles are developed in the way that a well educated person must organize them which is usually seen in college texts and in high school physics and chemistry texts.

b)      In the second type using psychological organaization the attempt is made to present the material in the order that would be most meaningful to the pupil’s whom it is designed which is seen in general science and biology texts.

3. Literary style and vocabulary

                    Literary style much to do with the readability of the book. Although style is difficult to judge, some points to be looked for are:

a)      Length of sentences.

b)      Directness of sentences.

c)      Number of ideas per sentence

d)     Use of lead sentences or paragraphs.

e)      Presence or absence of irrelevant thoughts.

f)       Continuity of thought.

While evaluating a text book the teacher must decide whether or not the vocabulary is excessive or in appropriate. Text book should be easy to read.

4. Illustrations:

a)      The quality and quantity of illustration should be considered.

b)      Photographs should be clearly reproduced.

c)      Diagrams should be carefully made attractive.

d)     Color in the illustrations adds to eye appeal and when properly used has considerable teaching value.

e)      The recently introduced transparencies made on plastic sheets are excellent teaching aids but because of cost it can only be used in small quantities in any one book.

f)       Photographs should have relation with content in the text.

5.  Teaching aids:

·         The table of contents and index should be comprehensive.

·         Glossary should be included.

·         Activities should be given at the end of a chapter.

·         Activities should be closely related to content.

6.Mechanical make-up and appearance:

·         Artistic cover.

·         Durability for binding.

·         Size of the book.

·         Good quality of paper.

·         Length of line and size-legible.

·         Attractive over-all experience.

·         Cover design and color should be appending.

·         Ample space to be left between lines to provide for easy in reading.

Qualities of a good text book

1.      The author: A good text book is judged, at face, by the author, his qualification and experience.

2.      Mechanical features of the textbook.

a)      The print and paper used and the binding of the textbook should be attractive. It should be hard and durable.

b)      The printing should be clear, legible and opportunity spaced.

c)      The size of the print, the language and experiments discussed should suit the age of the child and standard of the child.

3.      The subject matter its nature and organaization

a)      The subject matter should be developed as far as possible in psychological sequence. Care must be taken of the mental growth and interest of pupils.

b)      There should be consistency of the subject matter and the text book should satisfy the objectives of science teaching.

c)      Each chapter should begins with a brief introduction and end with a summary.

d)     Subject matter should lead to the inculcation of science attitudes, disciplinary and cultural values.

e)      Each chapter should contain assignments at the end.

f)       During treatment of subject matter, numerical examples should find place where necessary.

g)      Headings and subheadings are given in bold letter.

h)      Each text book should contain detailed table of contents and an index.

                                      Besides these characteristics, the UNESCO planning mission has given some principles of writing text books in U.S.S.R and other countries they are as follows.

·         It should be first of all according to the requirements of the syllabus. It should also help in the improvement of the syllabus.

·         The facts, concepts etc, should be modern and with in the comprehension of the pupils.

VOGEL’S CRITERIA

                                                                   Another kind score card, designed to speed up the process of evaluation, is the “spot check” method illustrated by Vogel Louis F known as ‘Vogel’s spot check evaluation scale’. Cited Thurber and Collete (1964), on this score card, each item has been assigned a maximum value of two points. The value of each item under each head is totaled against the part score. The part scores of each head are then counted and the over all value is written against the space for partial score.

VOGEL’S SPOT CHECK TEXT BOOK EVALUATION SCALE

Text book ………………………………..

Author……………………………………

Publisher………………………………....

Copy right year………………………….

Score…………………………………….

1.      Qualification of Author

a.       The author has taught the subject about which he is writing ( ).

b.      The author has received assistance from specialists in preparing his manuscripts ( ).

c.       The author holds advanced degrees in related fields ( ).

d.      The author’s point of view, theory or philosophy is in harmony with that of my school ( ).

                                                                                                 Partial score……………..........

2.      Organaization [See table contents, the preface, the section headings through one unit and the end of the chapter.]

a)      There is a central theme which correlates the whole text book ( ).

b)      The text book is organized into units which are based on student’s interest and probability of use in every day ( ).

c)      The organization makes use of topics already taught in my school ( ).

d)     Questions and/or problems graded at the end of chapter are graded explicit in difficulty order ( ).

                                                                                            Partial score…………………………

3.      Content [See table of content, index, and five text chapters]

a)      The inductive approach is used where ever possible in introducing a new Topic ( )

b)      The problem solving aspect of science method is stressed ( ).

c)      The author’s style is formal and interesting ( ).

d)     Unfamiliar scientific terms are set in italics or bold face ( ).

                                                                                Partial score……………….

4.      Presentation of  material[See any five introduction to chapters or problems]

a)      The inductive approach is used wherever possible in introducing a new topic( )

b)      The problem solving aspect of scientific method is stressed ( ).

c)      The author’s style is informed and interesting ( ).

d)     Unfamiliar scientific terms are set in italics or bold face ( ).

e)      Important principles are set in italics or bold face ( ).

                                                                               Partial score…………………

5.      Accuracy [Select any five topics in the index and look them up in the text.]

a)      All the items I looked up are on the pages indicated in the index ( ).

b)      The items I looked up are scientifically correct ( ).

c)      Technological expressions are avoided ( ).

d)     Personification is avoided ( ).

e)      No ambiguity is apparent ( ).

                                                                             Partial score…………………

6.      Readability[See any one text page]

a)      The average number of words per sentence is below 21( ).

b)      Sixty percent of the sentences are simple or compound, as opposed to complex ( ).

c)      There are at least four personal references per 100 words ( ).

d)     There is at least one application for each abstract principle ( ).

e)       There are not more than 42 affixes per 100 words ( ).

                                                                       Partial score………………..

7.      Adaptability[See table of contents and any five text pages]

a)      The text book is satisfactory for slow, average and brilliant students ( ).

b)      Students with rural and city backgrounds will find the text useful ( ).

c)      The textbook is arranged so that certain sections can readily be omitted ( ).

d)     The authors treat controversial subjects impartially ( ).

e)      In general the text fits my particular community needs ( ).

                                                                                                   Partial score…………

8.      Teaching aids[See end of chapters, appendix and teacher’s manual]

a)      Summaries, questions and problems at the ends of chapters are adequate ( ).

b)      References for teachers and students are annotated ( ).

c)      Appendix materials are pertinent and useful ( ).

d)     The teacher’s manual is more than an answer book ( ).

e)      An annotated up to date film list is provided ( ).

                                                                  Partial score…………………

9.      Illustrations(See any 10 illustrations)

a)      The illustrations are relatively modern ( ).

b)      The photographic reproductions are large and clear ( ).

c)      The line cuts are well drawn and adequately labeled ( ).

d)      The figures are tied into the textual material by direct reference ( ).

e)      The legends under the illustrations are useful learning devices ( ).

                                                                  Partial score……………………..

10.  Appearance [See over and leaf through the text.]

a)      The appearance of the cover is attractive ( ).

b)      The size and shape of the text book would not be a handicap to students ( )

c)      The placement of the illustrations is pleasing ( ).

d)      The design of most pages is open, rather than crowded ( ).

e)      The size of the type makes for easy reading ( ).

                                                                     Partial score…………………

    

FOG INDEX

                                                                 In linguistics, the gunning fog index is a readability test for English writing. The index estimates the years of formal education a person needs to understand the text on the first reading.

                                                        The fog index is commonly used to confirm the text can be read easily by the intended audience. Texts for a wide audience generally need a fog index less than 12.

Texts requiring near universal

Fog index	Reading level by grade
17	College graduate
16	College senior
15	College junior
14	College sophomore
13	College freshman
12	High school senior
11	High school junior
10	High school sophomore
9	High school freshman
8	Eighth grade
7	Seventh grade
6	Sixth grade

                                               The gunning fog index is calculated with the following algorithm.

1.      Select a passage (Such as one or more full paragraph) of around 100 words. Do not omit any sentences.

2.      Determine the average   sentence length. (Divide the number of words by the number of sentences) ;

3.      Count the “Complex” words: those with three or more syllabus. Do not include proper nouns, familiar jargon or compound words. Do not include common suffixes. (Such as –es,-ed or –ing) as a   syllable;

4.      Add the average sentence length and the percentage of complex words; and.

5.      Multiply the result by 0.4.

The complete formula is:

                0.4[(words/sentences)+100(complex words/words)]

Limitations:

While the fog index is a good sign of hard to read text, it has limits. Not all complex words are difficult. For example, “interesting” is not generally though to be a difficult word, though it has four syllables. A short word can be difficult if it is not used very often by most people. The frequency with which words are in normal use affects the readability a text. Some continue to point out that a series of simple, short sentences does not mean that the reading is easier. In some works such as gibbon’s. The history of the decline and fall of the Roman Empire; the fog scores using the old and revised algorithms differ greatly.

CONCLUSION

                                                    According to the American Association for the Advance of science (AAAs), there is evidence that science teachers use textbooks as the primary teaching tool. In order for science text books to fulfill their functions as primary educational resources, they must have a certain set of qualities and characteristics. Text books that are poorly designed can inhibit learning and turn children off of subjects they might otherwise embrace. The whole content of the textbook should be aimed at shaping the integrated modern scientific outlook. Which ensures success in mastering scientific knowledge and solution of the problems of vital issues. The content should be simple brief, exact, define and accessible.

REFERENCES

1.      Dr.T.K.Mathew & Dr.T.M.Molykutty (2017) Theoretical bases of teaching and pedagogic analysis, Rainbow books publishers.

Division of NOMA enterprises, chengannur.

2.      Dr. k.Sivaragan & prof.A.Faziluddin?(2006) Methodology of teaching and pedagogic analysis, central co-operative stores Ltd.No4347.p.o Calicut university.

Corrected by

      Smitha I G

      Assistant Professor in Physical Science

      F.M.T.C, Mylapore

.