TRICKS AND GAMES TO LEARN THE CONCEPTS OF NEWTON'S LAW OF MOTION Reina Karen M. Celestino Cristine Jean L. Castilla Department of Science and Mathematics Education College of Education Mindanao State University – Iligan Institute of Technology Iligan City
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TRICKS AND GAMES TO LEARN THE CONCEPTS OF NEWTON'S LAW OF MOTION
Reina Karen M. CelestinoCristine Jean L. Castilla
Department of Science and Mathematics EducationCollege of Education
Mindanao State University – Iligan Institute of TechnologyIligan City
In Partial Fulfillment of the requirements for the degree of bachelor of Secondary Education major in Physics, this undergraduate thesis entitled “TRICKS AND GAMES TO LEARN THE CONCEPTS OF NEWTON’S LAW OF MOTION” prepared and submitted by Reina Karen M. Celestino and Cristine Jean L. Castilla is hereby recommended for approval.
ANTONIETO SEMORLANAdviser
______________________Date
Approved in Partial Fulfillment of the Requirements for the Degree of Bachelor of Secondary Education major in Physics by the panel members with a grade of _____________.
__________________________ __________________________ Panel Member Panel Member
Accepted in the Partial Fulfillment of the Requirements for the Degree of Bachelor of Secondary Education major in Physics.
DR. MYRNA E. LAHOYLAHOY PROF. LYDIE D. PEDERANGA Chairman Dean
Department of Science and College of Education Mathematics Education
ABSTRACT
Castilla, Cristine Jean L. and Reina Karen M. Celestino, Bachelor of Secondary Education major in Physics, College of Education, MSU – Iligan Institute of Technology, Iligan City, March 2008. “TRICKS AND GAMES TO LEARN THE CONCEPTS OF NEWTON’S LAW MOTION”. Thesis Adviser: Antonieto Semorlan.
ACKNOWLEDEGEMENT
The researchers would like to extend their heartfelt gratitude and
appreciation to:
The faculties of Department of Science and Mathematics Education,
especially to their adviser for helping them accomplish and finish their study,
upon checking the write – ups to a more accurate one…
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 classmates and friends for the encouragements and unconditional
support in making this study successful…
Their dearest parents – Mr. and Mrs. Atwel A. Castilla, Mrs. Carmelita R.
Celestino for always supporting them, especially the financial support…
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.
Karen and Cristine
TABLE OF CONTENTS
Page
TITLE PAGE iAPPROVAL SHEET iiACKNOWLEDGEMENT iiiABSTRACT ivTABLE OF CONTENTS viLIST OF TABLES viiLIST OF APPENDICES x
CHAPTER
I THE PROBLEM AND ITS SCOPEIntroductionStatement of the ProblemSignificance of the StudyOperational Definition of Terms
II REVIEW OF RELATED LITERATURE
III RESEARCH METHODOLOGYSubject of the StudyResearch DesignMethods UsedInstruments UsedStatistical Tools Used
IV RESULTS AND DISCUSSIONS
V SUMMARY OF FINDINGS, CONCLUSIONS ANDRECOMMENDATIONS
BIBLIOGRAPHY
APPENDICES
LIST OF TABLES
Table Page
LIST OF APPENDICES
Appendix Page
A Letter to the Principal
B Letter to the Respondents
C Table of Specification
D Perception Test/ Questionnaire
E Curriculum Vitae
CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
Physics encompasses the large and the small, the old and the new. From
the atom to galaxies, from electrical circuitry to aerodynamics, physics is very
much a part of the world around us. It is one of the most fundamental of the
sciences (Young and Freedman, 1996).
The study of physics is also an adventure. You will find it challenging,
sometimes frustrating, occasionally painful and often richly rewarding and
satisfying. It will appeal to your sense of beauty as well as rational intelligence
(Young and Freedman, 1996).
However, the 2005 findings of the two personal reviews of the European
Physics Education Conference in Bonn, Germany showed that physics became a
misunderstood area of science in schools. Butcher (2005) stated that students,
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
physics thinking, the problem-solving abilities and mathematics. According to her,
many people do not want to spend hours on mathematical functions, which is not
essential to enjoying physics.
The same is also true among Filipino students. Ask them and they
will certainly conclude that is one of the toughest subjects in high school. This
alarming situation is truly a big challenge among secondary physics teachers in
strategically abandoning this idea in the minds of students.
Often students entering their first course in physics anticipate having a
“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?”
So, this research study is primarily designed to investigate whether tricks
and games can be effective forms of strategy in teaching physics in high school
particularly in Newton’s Laws of Motion. Backing up Edgar Dale’s Cone of
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.
Statement of the Problem
1. What are the characteristics of the respondents?
a.) grade in physics b.) grade in math c.) ambition
2. What are the performances of the respondents when exposed to:
a.) Tricks and Games
b.) Lecture
3. What is the attitude of the respondents towards Physics?
4. Is there a significant difference in the respondent’s performance when
exposed to tricks and games?
5. Is there a significant relationship between the characteristics of the
respondents and their performance?
Null hypothesis
Ho: There is no significant difference in the respondent’s performance when
exposed to tricks and games.
Ho: There is no significant relationship between the characteristics of the
respondents and their performance.
Significance of the Study
The prime target of this study is to determine the effectiveness of tricks
and games in the teaching-learning process in physics particularly in Newton’s
Laws of Motion. This study also will find out if tricks and games affect the
performance of the respondents in teaching Newton’s three laws.
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
students in physics is related to their grades in mathematics and on their
ambition and attitude towards this subject.
Scope and Limitation of the Study
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.
Moreover, the researchers intended to proceed on the proper
demonstration through tricks and games during the third grading period of school
year 2007-2008.
Operational Definition of Terms
Ambition – the respondent’s plan of what they want to become or the
respondent’s preferred course to pursue in college
Attitudes – beliefs and concepts the students have in mind as products of
knowledge and experiences possessed
Characteristics of the Respondents - refer to the fourth year students’
interests and learning achievements in terms of grades
Games – indoor and outdoor activities that involve the physical abilities and
body coordination of students who are motivated to win, thus
enhancing teamwork and application of Newton’s Laws of Motion
concepts
Grade in Math– average grade in mathematics of the respondents during the
first and second grading
Grade in Physics –average grade of the respondents during the first and
second grading in physics
Lecture – usual class discussion
Performance – different responses of the respondents when the teacher uses
tricks and games in discussing Newton’s Laws of Motion
Tricks – are demonstrations use in discussing the concept on Newton’s Laws
of Motion
CHAPTER II
REVIEW OF RELATED LITERATURE
Newton's laws of motion 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 physical objects.
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
(accelerate) until a net force acts upon it.
The second law or the Law of Acceleration states that “The rate of change
of momentum of a body is proportional to the resultant force acting on the body
and is in the same direction”. If mass of an object in question is known to be
constant, this differential equation can be rewritten (using the definition of
acceleration) as: .
This is the most powerful of Newton's three Laws, because it allows
quantitative calculations of dynamics: how do velocities change when forces are
applied. Notice the fundamental difference between Newton's 2nd Law and the
dynamics of Aristotle: according to Newton, a force causes only a change in
velocity (an acceleration); it does not maintain the velocity as Aristotle held
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
direction”. (Marion and Thornton, 1995).
Whenever a particle A exerts a force on another particle B, B simultaneously exerts a force on A with the same magnitude in the opposite direction. The strong form of the law further postulates that these two forces act along the same line (http://en.wikipedia.org/wiki/Newton's_laws_of_motion).
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,
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.
Subjects of the Study
This study will be conducted among Fourth Year students of Iligan City
East High School-Hinaplanon Annex under the Basic Education Curriculum
(BEC) during the school year 2007-2008.
Research Design to Be Used
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
the systematic sampling with random start in gathering data.
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
computations on Newton’s Laws of Motion through mere lecture. Then, on the
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
student’s attitude or disposition towards Physics. The perception test is made by
the researchers only.
The test questionnaires are used for the pre-test and post test. It is made
up of 15 item questions regarding the concept of Newton’s Laws of Motion,
mostly situational. The researchers adopted the test questionnaires from the
internet and physics book.
Statistical Tools to Be Used
The researchers will use different statistical tools to analyze the data
gathered. They will use frequency and percentage to measure the performance
and characteristics of the respondents. In measuring the significant relationship
between the characteristics of the respondents and their performance, the
researchers will use Chi-square test for two independent samples.
It is necessary to construct a 2x2 contingency table. The formula is
X2 = N (/AD-BC/ - N/2)2
¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ (A+B) (B+D) (A+C) (C+D)
CHAPTER IV
RESULTS AND DISCUSSIONS
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
BIBLIOGRAPHY
BOOK SOURCE:
Brown, James W., Fred F. Harcleroad and Richard B. Lewis, 1977. Av Instruction: Technology, Media and Methods 5th ed. USA. McGraw-Hill Book Company. p 292,295.
Bustos, Alicia S. and Socorro C. Espiritu, 1996, Psychological, Anthropological And Sociological Foundations of Education, Quezon City, Katha Publishing Co., Inc., p. 5.
Mckenzie, Charles R. and Andrew J. Pica. 1999, Study Guide with Selected Solutions: Physics 2nd Ed. New York. John Wiley and Sons, Inc., pp. 208-210.
Rivera, Filomena V. and Guillerma E. Sambrano, 1992, Toward Effective Teaching, Quezon City, Kalayaan Press, Mktg. Ent., Inc., pp. 112-113.
UNPUBLISHED UNDERGRADUATE THESIS:
Birad, Anecito A. and Stephen V. Tabal, “Physics Tricks As A Teaching Strategy for Understanding of the Concepts of Magnetism”. Undergraduate BSE Physics Thesis. College of Education, Mindanao State University-Iligan Institute of Technology, March 2003.
Macasero, Queenie Hazel O. and Flor N. Naingue, 2006. Factors Affecting Students’ Performance on the Concept of Newton’s Three Laws of Motion (SY 2005-2006). Undergraduate Thesis. BSE-Physics, College of Education, Mindanao State University-Iligan Institute of Technology, Iligan City.
INTERNET SOURCE:
Blundell, Barry, 2006, http://sprott.physics.wisc.edu/demobook/review2.htm, Retrieved on September 13, 2007.
http://web.utk.edu/~mccay/apdm/selusing/selusing_d.html, Retrieved on July 23, 2007.
http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html, Retrieved on October 2, 2007.
Mindanao State UniversityIligan Institute of Technology
College of EducationDepartment of Science and Mathematics Education
January 2007
The Principal
Dear Sir/ Madam:
Warm Greetings!
We are third year BSE Physics students of the College of Education, MSU-Iligan Institute of Technology.
We are presently conducting a research study entitled, “Tricks and Games to Learn Concepts on Newton’s Laws of Motion” which is a requirement for our EdSci 199N (Thesis Writing) subject.
In connection with this, we would like to ask your good office to grant us permission to conduct a test and a teaching demonstration using the tricks and games to the fourth year students of your school.
We are hoping for your favorable action on this request.
Approved by: Cristine Jean L. CastillaMay A. Cañedo ResearchersAdviser
Mindanao State UniversityIligan Institute of Technology
College of EducationDepartment of Science and Mathematics Education
January 2007
Dear Respondent,
Good Day!
We are conducting a research study entitled, “Tricks and Games to Learn Concepts on Newton’s Laws of Motion” which is a requirement for our EdSci 199N (Thesis Writing) subject.
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!