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Amedeker, M. K. (2022). Simple pendulum experiment: Angular approximation revisited. European Journal of Education and Pedagogy, 3,
Abstract
The acceleration of free fall should be realised by students as dependent on one’s location rather than as a constant in all locations. Thus, there is no one way of determining g in the laboratory. For ease of science teaching it is important to let students know that one may not need to use small angular displacement of the pendulum bob in order to obtain g to an accuracy of three significant figures, comparable to, for example, the universally acceptable value of g = 9.81 metre per second squared in London. A simple mathematical derivation enabled the determination of g = 9.93 metre per second squared, which was 1.2 % higher than the universally accepted value. Keywords: Angular Displacement, Free Fall, Gravity, Pendulum, Period
The acceleration of free fall should be realised by students as dependent on one’s location rather than as a constant in all locations. Thus, there is no one way of determining g in the laboratory. For ease of science teaching it is important to let students know that one may not need to use small angular displacement of the pendulum bob in order to obtain g to an accuracy of three significant figures, comparable to, for example, the universally acceptable value of g = 9.81 metre per second squared in London. A simple mathematical derivation enabled the determination of g = 9.93 metre per second squared, which was 1.2 % higher than the universally accepted value. Keywords: Angular Displacement, Free Fall, Gravity, Pendulum, Period
Amedeker, M. K., (2020). Changing educational policies: Implications for ICT integration in science instruction and performance of students in Ghanaian senior high schools. P. Kommers, A. B. N., Viana, T. Issa, & P. Isaias (Eds.). The 7th International Conference on Educational Technologies 2020 (ICEduTech, 2020). Sao Paulo, Brazil: IADIS Press.
Abstract
Every country’s educational policy directs the implementation and success or otherwise of education outcomes. This study analysed some educational policies of the Ministry of Education of Ghana to determine the current state of use of Information and Communication Technologies (ICTs) in science instruction in Ghanaian senior high schools. Most of the policies aimed at promoting functional learning through use of ICTs. However, the various senior high school science syllabuses are not explicit on the use of ICTs for teaching science. Also ICTs integration in science teaching at the senior high school levels has been constrained by uncoordinated and a flurry of policy implementation procedures. It is recommended that education should be democratised to engage local practitioners.
Every country’s educational policy directs the implementation and success or otherwise of education outcomes. This study analysed some educational policies of the Ministry of Education of Ghana to determine the current state of use of Information and Communication Technologies (ICTs) in science instruction in Ghanaian senior high schools. Most of the policies aimed at promoting functional learning through use of ICTs. However, the various senior high school science syllabuses are not explicit on the use of ICTs for teaching science. Also ICTs integration in science teaching at the senior high school levels has been constrained by uncoordinated and a flurry of policy implementation procedures. It is recommended that education should be democratised to engage local practitioners.
