Conveners
Physics Education: session 1
- Deena Naidoo (School of Physics, University of the Witwatersrand)
Physics Education
- Mark Herbert (University of the Western Cape)
Physics Education
- Case Rijsdijk (SAAO (retd))
Physics Education
- Paul Molefe (University of Johannesburg)
Physics Education
- Marthinus Johannes Schwartz (University of Zululand)
Physics Education
- Derek Fish (University of Zululand)
Mr
Case Rijsdijk
(SAIP/ASSA)
04/07/2017, 10:00
Track E - Physics Education
The focus of any Olympiad or Competition must be to identify local talent in various fields, and once done, it is necessary to develop a system of monitoring and supporting this talent. In this talk I will take a brief look at how SAPhO has managed this in the past and what needs to be done in the future. It is now possible to use on-line Olympiads and so increase the footprint of these...
Ms
Sinovuyo Tanci
(University Western Cape)
04/07/2017, 11:10
Track E - Physics Education
Oral Presentation
The presentation reports on a study investigating students’ approaches in solving kinematic problems in the first year mainstream mechanics module, PHY111, in the Department of Physics at the University of the Western Cape. The module PHY111 focuses on explicit problem solving approach cognition and pedagogy. Pedagogy encourages students to actively participate through cooperative learning in...
Mr
Paul Molefe
(University of Johannesburg)
04/07/2017, 11:30
Track E - Physics Education
The concepts of force and acceleration are crucial when motion in both one and two dimensions is described. The relationship between the two concepts were explained in terms of Newton's first and second law of motion which is included in both high school and university first year physics curriculum. It is expected that both high school and university first year Physics students can be able to...
Dr
Buyi Sondezi
(University of Johannesburg)
, Mr
Paul Molefe
(University of Johannesburg)
04/07/2017, 11:50
Track E - Physics Education
Oral Presentation
In an endeavour to increase throughput at the undergraduate level, we constantly search for ways of making learning fun as we emphasize conceptual understanding in our strategies. Traditional teaching style, where the lecturer has been the main figure in the class has been effective to some extent, while other students need variety. In making sure that students are effectively involved with...
Dr
Buyi Sondezi
(University of Johannesburg)
, Mr
Paul Molefe
(University of Johannesburg)
05/07/2017, 10:00
Track E - Physics Education
Oral Presentation
First year physics lecturers reported difficulties with students’ learning of concepts and skills associated with studying vectors. The results of the investigation suggested that students had insufficient knowledge and understanding of magnitude, direction, and the significance of free-body diagrams in resolving the related vectors into components [1]. In the report [2], students were found...
Mr
Vonani Baloyi
(University of Pretoria)
05/07/2017, 10:20
Track E - Physics Education
Oral Presentation
This study investigated the effect of guided-inquiry physics (GI) laboratory activities on students’ development of physics concepts. Ninety seven first-year Bachelor of Science physics students participated in this study at a well-established South African university. The students were assigned systematically to control and experimental groups. The control group did recipe-based practical...
Dr
Mark Herbert
(University of the Western Cape)
05/07/2017, 11:10
Track E - Physics Education
Oral Presentation
The Teacher Development and Training Program for senior phase natural science and physical science teachers is an initiative of the University of the Western Cape Physics and Astronomy Department. The program aims to increase student retention, throughput and success in natural and physical science at high school, by developing senior phase natural and physical science teachers, physics...
05/07/2017, 11:30
Track E - Physics Education
Oral Presentation
In a recent interview, Stirling Prize winning Architect Amanda Levete said that when she was young, in the sixties, being naughty was considered cool but in the 21st Century it is cool to be clever. It is contended in this paper that there are different kinds of ‘clever’. In the age of Google , we argue, it is not fact knowledge but rather creative problem solving that attracts a student to...
Prof.
Antoine-Floribert MULABA-BAFUBIANDI
(School of Mining, Metallurgy and Chemical Engineering, University of Johannesburg)
06/07/2017, 10:00
Track E - Physics Education
Oral Presentation
Process engineers and analytical scientists are introduced to logical system thinking,spectroscopy, diffractometry, wet analysis etc... where dependent and independent variables are assessed. Fourier Transform Infrared spectroscopy utilises the Michelson interferometry while X-Rays diffraction and fluorescence exploit the Bragg's law. Laplace transforms are main tools utilised while solving...
Dr
Derek Fish
(University of Zululand)
06/07/2017, 10:20
Track E - Physics Education
The language of physics instruction has long been an important and controversial topic – especially in South Africa. The author considered this issue in the refinement of a science show presented at Unizulu Science Centre. The show uses music and musical instruments to introduce students to topics around sound and waves. In previous presentations at SAIP conference, the author has reported on...
Mr
Marthinus Johannes Schwartz
(University of Zululand)
06/07/2017, 11:10
Track E - Physics Education
Students’ introduction to physics is not devoid of prior schools of thought, where the students are the blank slates upon which the knowledge of physics is inscribed. Students possess their own prerequisite theories, concepts and intuition that have been extensively formed through their personal experience. This prior system of thought that has been fashioned from personal experience will...
Mr
Itumeleng Phage
(Central University of Technology, Free State)
06/07/2017, 11:30
Track E - Physics Education
Oral Presentation
The purpose of this study was to investigate the conceptual knowledge and skills of undergraduate physics students on the motion of two objects on a surface, inclined and or horizontal. The study was conducted with 103 introductory physics students in B.Ed (FET) Natural Science programme at Central University of Technology (CUT), Free State, Bloemfontein campus. A pre-test was administered...
Mr
Ross Dix-Peek
(NMMU)
06/07/2017, 11:50
Track E - Physics Education
Oral Presentation
In the age of information and automation systems, students need to develop a skills set used in modern laboratories and industry. Innovative practicals can add another dimension to the education process by the application of the learnt theory in a real-life situation. In this paper, the utilization of skills sets commonly used at a postgraduate level are introduced to second year students to...
Mrs
Charlotte Hillebrand-Viljoen
(University of Cape Town)
06/07/2017, 12:10
Track E - Physics Education
A course in intermediate mathematics, including linear algebra, is usually a corequisite for an intermediate level physics course and linear algebra is generally considered an important tool for physicists. However, students often struggle both with understanding linear algebra in the abstract (in maths class) and with applying linear algebra concepts to physics.
We present a description,...
Ms
Samukelisiwe Phehlukwayo
(University of Kwazulu-Natal)
06/07/2017, 12:30
Track E - Physics Education
Quantum Key Distribution (QKD) is a process of transferring a secure key between two authorized parties. The key is then used to encrypt confidential information [1]. A communication can be achieved and proven secure through laws of quantum mechanics [1, 2]. The QKD scheme is based on transferring quantum carriers, in the form of single photons, through a quantum channel which can be either...
Dr
Sondezi Buyi
(University of Johannesburg)
06/07/2017, 12:50
Track E - Physics Education
Institutions of higher learning particularly at the undergraduate level are driven by strategies used in teaching and learning. Students tend to attribute their performance to the teaching methods used in academic terms. It is this measuring tool they use to determine their learning. In the academic environment where the focus is to get an increased number of students who’ll enrol for...
