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TOPIC:

CORRELATION-Combination of Physical Science with other subject like Biology,Mathematics

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PAPER-1

METHDOLOGY:THEORETICAL BASIS OF PHYSICAL EDUCATION-2

ONLINE ASSIGNMENT

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Submitted to, Submitted by,

SMITHA. I.G MARY ANJU.A

Asst.prof.in PHYSICAL SCIENCE

physical science F.M.T.C MYLAPORE

SUBMITTED ON:

10-08-2015

INDEX

Serial no Content Page no1 INTRODUCTION 5

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2 CONTENTS:I. The concept of correlation.

II. Incidental correlation.III. Systematic correlation.IV. Correlation of science

within the subject or with the subject or with one another.

V. Correlation science with other school subject.

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3 Conclusion 13

4 References 14

INTRODUCTION: Science cannot be taught in isolation. For an effective learning full advantage must be taken on the various correlation and

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applications of science. Correlation means the relationship between different subjects of the curriculum. It can be direct or reciprocal. The development of mind can be achieved when the person has got the ability to solve difficulties or practical problems. To make them know the interrelationship, science must be taught in schools in relation to other subjects. Then only instructions in school can be made efficient in solving practical problems to be face in life situations.

CONTENT:1. The concept of correlation [Inter disciplinary approach]

Science cannot be taught in isolation. For an effective learning full advantage must be taken on the various correlations and

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application of science. Correlation means the relationship between different subjects of the curriculum. It can be direct or reciprocal. The development of the mind can be achieved when the person has got the ability to solve ability to solve difficulties or practical problems. To solve a practical difficulty combined knowledge of physics and other branches of knowledge is necessary. The child must know importance between the different branches of knowledge. To make him know the interrelationship science must be taught in schools in relation to other subjects. Then only instructions in schools can be made efficient in solving practical problems to be faced in life situations. So physical science must be taught in correlation with other subjects where it may be found its roots pr branches. Division of knowledge into several subjects is only feel that various school subjects may remain in water tight compartments. They should be made to realize how the different subjects in schools curriculum are mutually supplementary.Correlation is of three kinds: -

Correlation within the subject Correlation with other subjects Correlation with life and environment

Correlation of science with other subjects can be of two types: -

Incidental correlation Systematic correlation

Distinction between incidental correlation and systematic correlation.

Incidental correlation Systematic correlation1. It correlates the subject matter

and makes use of casually while teaching a unit.

1. Systematic correlation in curriculum development is well planned and organized effort of a

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group of teachers.2. It may go unnoticed by some

students who are inattentive. 2. It is noticed by the students.

3. If incidental correlation is not made with stress the students may feel confused as to why the teacher is taking of a topic in the History in Physics/Chemistry class.

3. The relation is made clear to the Student.

4. Transfer of learning achieved is not satisfactory.

4. Maximum transfer of learning is Achieved.

5. It doesn’t prevent repetition and the student tends to feel bored.

5. It avoids repetition.

6. It is in the usual classroom. 6. It prevents wastage of energy and time in the classroom.

7. Work of teachers remains individualized.

7. Co-operation between teachers is Developed.

2. Incidental Correlation

It is natural correlation. Correlation is secured by co-coordinating each topic with allied materials from other subjects. This would mean a broad treatment of the subject that brings about points of similarities between science and other related subjects. The success of incidental correlation depends on.

I. Wide knowledgeII. Versatility of the science teacher

E g: -

A Chemistry teacher while teaching about O2, teacher says about hemoglobin, carriers of O2, and mountaineers use O2

carriers.

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A chemistry teacher while teaching about the structure of atom correlates with history by telling about Kanada muni and the progress of science in ancient India.

A Biology teacher while teaching about eye correlates with a camera and the formation of image in a convex lens.

3. Systematic correlation

Systematic correlation with other subjects is achieved by a careful organization of the curriculum in different subjects avoiding unnecessary duplication of the subject matter and at the same time developing related topic from different subjects. The syllabus in science must be so arranged (organized) with those of other subjects that when the knowledge of a scientific principle is needed in understanding a topic root pressure and osmosis in other subjects like Biology. It should not be necessary for the Biology teacher to break that continuity of his subject and teacher those scientific principles to be taught by the physical science teacher so also the science teacher should be enable to make use of the pupils knowledge gained from other subjects. Systematic correlation can be effective only when the teachers of different subjects coordinate their work. This is achieved by the careful planning of the curriculum.

4. Correlation of science within the subject or correlation of physical science with the subject or correlation of science subjects with one another.

All the branches of science are interdependent upon each other and there are a number of facts and principles which are common to various science subjects. As a result of this, new subjects like Physical chemistry, Bio-chemistry, Bio-physics, Soil chemistry, Electro chemistry, Geo-physics have been introduced. Subject like “Atom”, “Heat of chemical reaction”, “Electrolysis” are equal importance to a physicist and chemist. Physics provides instruments for the study of almost all other science subjects, thus correlating many principles of physics with other science subjects. Chemistry finds its application in various like (theory of electrochemical cells), biology (chemical Mannering, air and water),

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hygiene and physiology (air, water, chemistry of foods, chemistry of blood, and purification of water). To illustrate a few topics in hygiene that arises from various science subjects are given below:

PHYSICS:

Light : - Light and health, light and germs, light and vitamins, artificial sunlight in sun-bathing. Eye as camera, use of spectacles. Natural and artificial lighting, physics or physiology of room.

Heat : -

Temperature of body, heat as energy, heating of rooms, humidity, ventilation, sweat, evaporation, treatment of heat burns.

Sound : -

Ear how it works, effect of noise on health.

Electricity : -

Use of electricity in homes, heating and lighting for health, electricity as a curative agent, X-ray, electric shock and its treatment.

Mechanics : -

Bones and muscles from mechanical systems work and energy of human body.

CHEMISTRY:

The chemistry of foods digestive system, vitamins, chemistry of bloods, soap, hard and soft water detergents.

BIOLOGY:

Development, structure and chief functions of the body breathing and correlation of blood.

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5. Correlation science with other school subjects.o Correlation of science and mathematics

Mathematics is probably the sole language of science and therefore a real understanding of science is impossible without adequate knowledge of mathematics. Algebraic equations, graphs, geometry, coordinate geometry, calculus; simple statistics are some of the useful tools of science.

Eg:-

a. Quantitative work in Gas Law and calculations of chemical equations should come after proportion has been studied in mathematics. (Law of multiple proportion)

b. A simple idea of statistics is essential before dealing with genetics.

c. Knowledge of trigonometric ratios is very helpful in mechanics and light.

d. Experimental data obtained in a lesson of specific heat or simple properties of lenses provides real problems in quadratic equations.

e. Sextant provides useful data for trigonometry. (sextant is an instrument used to measure angle of sun above horizon)

f. Measurements of angles and drawing of triangles can be usefully coupled with the study of mariner’s compass.

g. Kinetic theory of Gases needs the knowledge of coordinate geometry.

Even simple measurements of area and space require

the knowledge of mathematics. In teaching mathematics principles plenty of examples are drawn from the field of science subjects like mathematical

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physics, mathematical chemistry, applied mathematics, dynamics ratio in Boyle’s Law, graphs in the study of falling body and cooling curve.

o Correlation of science and Biology

The study of sciences such as Zoology, Botany and physiology owe to physics and chemistry to explain some common phenomena.

Eg: -

a. Respiration in plants, photosynthesis is explained by chemistry.

b. Absorption and evaporation of water assimilation of food taken from the soil and atmosphere are explained by physics and chemistry.

c. Movements of joints and actions of the various parts of the human body are explained by physics in working of levers. Thus physiology and mechanics of physics and can be correlated.

d. Nature and value of different food materials required by man is explained by chemistry.

e. Knowledge relating to pests that destroy plants-presupposes a study of Bacteriology.

CONCLUSION

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Education is only a means to an end. All the subjects are taught to fit

children in to life and held them understand and appreciate it. Hence it is not

the isolated knowledge of different subjects but the synthesized from that

would be really useful to them. By correlation, the relation between different

subject is better brought about them when the subjects are separable studied.

By the use of correlation the pupil is able to organize the different pieces of

knowledge in a well ordered system.

REFERENCES

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Dr.Mathew. T. K. and Dr.Molly kutty. T. M (2015),

Theoretical base of teaching and pedagogical analysis;Chengannoor,Rainbow publications

Theoretical base of teaching and pedagogical analysis-Wikipedia, http://googleweblight.

Corrected by

Smitha I G

Asst. Prof. in Physical Science