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Final Thesis Proposal
Final Thesis Proposal
March 2008
TRICKS AND GAMES TO LEARN THE CONCEPTS OF
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College of Education
Iligan City
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Major in Physics
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March 2008
APPROVAL SHEET
ANTONIETO SEMORLAN
Adviser
______________________
Date
__________________________ __________________________
Panel Member Panel Member
appreciation to:
especially to their adviser for helping them accomplish and finish their study,
Their EdSci 198 instructor – Prof. May A. Cañedo for correcting the
chapters 1-3 of their thesis and for the suggestions she give to make this study
possible.
The members of their panel, for giving criticisms and advice to improve
their work…
Their dearest parents – Mr. and Mrs. Atwel A. Castilla, Mrs. Carmelita R.
And above all, to the Almighty Father for guiding them throughout the
study and for all the wisdom He gives to them to make their study possible.
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
ABSTRACT iv
TABLE OF CONTENTS vi
LIST OF TABLES vii
LIST OF APPENDICES x
CHAPTER
BIBLIOGRAPHY
APPENDICES
LIST OF TABLES
Table Page
LIST OF APPENDICES
Appendix Page
C Table of Specification
E Curriculum Vitae
CHAPTER I
Introduction
Physics encompasses the large and the small, the old and the new. From
much a part of the world around us. It is one of the most fundamental of the
However, the 2005 findings of the two personal reviews of the European
when asked about physics, would tell that it is difficult, confusing and irrelevant to
their lives. She further explained that this is so because of the training involved in
many people do not want to spend hours on mathematical functions, which is not
will certainly conclude that is one of the toughest subjects in high school. This
“hard time”. Much of what they have heard from friends and relatives about
physics courses leads them to believe that physics can not be learned well by
average person. This is simply not true. The secret to success in a physics
course is to learn the material or concepts day by day. Trying to “cram” physics
the night before an exam is what leads to the “hard time” in the course. Physics
is a subject which requires time for the concepts to be absorbed and understood.
Physics is not learned by memorizing equations and then trying to find the right
numbers to plug into them. Physics is learned by using it day after day to solve
problems and by thinking about the concepts and relating them to everyday
experience (Mckenzie and Pica). But the question is “in what way?”
and games can be effective forms of strategy in teaching physics in high school
Experience and Tabal and Birad’s research study on tricks, one can consider
tricks and games as ideal strategies in making fun and enjoyable while students
are learning.
b.) Lecture
Null hypothesis
Laws of Motion. This study also will find out if tricks and games affect the
This study likewise answers the needs of secondary physics teachers who
are looking for ways how to make the learning experiences of their students
enjoyable, fun and exciting. At the same time, the recommended tricks and
games are not costly but can be made of materials usually available in every
home, and the games can be performed inside and outside the classrooms. This
way, the teacher is not burdened financially and can teach conveniently.
Furthermore, this study will provide the basis whether the performance of
This study is limited only for the 4th year high school students in Iligan City
East High School – Hinaplanon Annex. The topic to be discussed is only about
the concept of Newton’s laws of motion with the use of different tricks and
games.
demonstration through tricks and games during the third grading period of school
year 2007-2008.
Operational Definition of Terms
Games – indoor and outdoor activities that involve the physical abilities and
concepts
Grade in Physics –average grade of the respondents during the first and
of Motion
CHAPTER II
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
Newton has three laws of motion. The first law or the Law of Inertia states
that “An object at rest will remain at rest unless acted upon by an external and
unbalanced force. An object in 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
The second law or the Law of Acceleration states that “The rate of change
acceleration) as: .
This is the most powerful of Newton's three Laws, because it allows
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 nor to use the second law
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.)
There are many applications of Newton's first law of motion. Consider
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).
occurs due to experience and reinforced practice (Bustos and Espiritu, 1996).
(1996) added.
And the third type is affective learning which involves experiences within
experiences. Some activities that are primarily learned through this modality are
needed to educate appreciation from that used to teach skills and knowledge.
The most important of these factors is the teacher. Unless the teacher is fully
century. Students have to help themselves how to understand the concepts and
the teacher will facilitate hoe students will learn. But what are concepts, by the
way.
on the basis of common properties. Concepts are elements of cognition that help
to simplify and summarize information (Medin, 2000). Concepts also aid the
to form a concept, they can remember the concept, and then retrieve the
Tricks
tricks can aid for better understanding of the concept of magnetism among senior
students of ICNHS ( Iligan City National High School). Based on the results they
gathered and analyzed, they found out that a great number of respondents who
were exposed to physics tricks had scores significantly higher than that of the
respondents who were exposed on mere lecture. Thus, they concluded that the
use of physics tricks had helped the respondents in understanding the concept of
magnetism. They also stressed out that teachers as well as practice teachers
should not rely on pure lecture in discussing a lesson, but also on the use of
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
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
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)
According to Brasell, 1987, demonstrations are especially effective if they
real-time (http://serc.carleton.edu/introgeo/demonstrations/why.html).
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
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
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).
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).
CHAPTER III
RESEARCH METHODOLOGY
This chapter contains the subjects of the study, research design used,
instruments used and procedure used in gathering data and statistical tools that
were used.
This study will be conducted among Fourth Year students of Iligan City
This study used the pretest – posttest control group design in which the
researchers have the study and control group in the tricks and games they are
using to teach the concept of Newton’s Laws of Motion. The researchers used
Methods to Be Used
Both the control group and experimental group will take the pre-
perception and pre-test simultaneously which are to be given before the lesson
proper. Then, for two days, the control group will be taught the concepts and
following days, the experimental group will be exposed to tricks and games.
Afterwards, both the control and experimental group will undergo equivalent post-
test which will serve as the basis for the effectiveness of the mixed strategy. The
researchers will then analyze the data they gather using statistical tools.
Instruments to Be Used
The instruments used in gathering data are perception test and test
questionnaire. The perception test is composed of 10 items that will measure the
The test questionnaires are used for the pre-test and post test. It is made
mostly situational. The researchers adopted the test questionnaires from the
The researchers will use different statistical tools to analyze the data
gathered. They will use frequency and percentage to measure the performance
X2 = N (/AD-BC/ - N/2)2
¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
(A+B) (B+D) (A+C) (C+D)
CHAPTER IV
CHAPTER V
BIBLIOGRAPHY
BOOK SOURCE:
INTERNET SOURCE:
Marion, Jerry and Stephen Thornton, 1995, Classical Dynamics of Particles and
Systems. Harcourt College Publishers, ISBN 0-03-097302-3, Microsoft ®
Encarta ® Premium Suite 2005. © 1993-2004 Microsoft Corporation.
http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html, Retrieved on
October 2, 2007.
January 2007
The Principal
Warm Greetings!
January 2007
Dear Respondent,
Good Day!
With this, we would like to ask for your cooperation in the activities
laid out for you. We also hope that you will fill in the needed information in the
survey questionnaires truthfully. Your score in the test to be given will not affect
your grades, in any way. This will be a great help to the success of this study
which will later on, students of your age in the future will benefit from this.
We look forward to your support and for the time you will spare to us.
Thank you!
Sincerely yours,
Researchers
APPENDIX C
Table of Specification
Directions: Encircle the number that represents your choice from the list below.
1- NEVER
2- SELDOM (rarely, infrequently)
3- SOMETIMES
4- OFTEN (frequently, repeatedly)
5- ALWAYS ( continually, perpetually)
CURRICULUM VITAE
Personal Data:
Educational Attainment:
Personal Data:
Educational Attainment: