Teaching Measurements and Vectors

What are the issues you consider when you are working with measurements in physics?

Can you safely assume that secondary school (say grade 9 th) students have the prerequisite knowledge about measurements? Support your arguments with evidences.

What did they learn in earlier class about measurement and where? Use any curricular materials (say syllabi or textbooks) to answer this question.

What other problems are there related to measurement? Did you notice these problems with students in your practicum teaching?

Should you also ignore these issues and go on with what has been prescribed in the syllabus or can you do something about it?

What other problems did you observe during your practicum regarding students’ knowledge of vectors?

List down the students’ problems in learning about measurements and physical quantities both that are identified and not identified in this section?

Which do you think are the sources of these problems to students and what can be done about it?

Which aspects of measurements do students learn in grade 7 and 8? Are there differences between the measurements students learn in these two grades?

How is the term defined in students’ textbook for grade 9 physics? How is it identified in grade 9 syllabus? Do you agree with these ideas about vectors? Why?