Relevant bibliographies by topics / Grade 11 Physics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Grade 11 Physics'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Grade 11 Physics"

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Šlekienė, Violeta, and Loreta Ragulienė. "REALIZATION OF VISUAL PRINCIPLE USING MECHANICS DEMONSTRATIONS OF GRADE 11 IN PHYSICS EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 3 (December 5, 2009): 29–37. http://dx.doi.org/10.48127/gu-nse/09.6.29b.

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This article reveals the importance of the visual principle in physics education process and its im-plementation using mechanics demonstrations. Visual principle is a guiding principle of educational activi-ties in selecting the contents and the methods of teaching. Physics is an experimental science. Students can successfully master the basics of Physics provided the source of knowledge is a physical experiment based on the visual didactical principle. To optimize the teaching process it is necessary to visualize phenomena, processes or objects. Visualization is significant for problem solving in research and teaching. Physics demonstrations inure to this aim very well. Physics demonstration experiments illustrating mechanical phe-nomena for grade XI are presented and analyzed. The most of mechanical phenomena are characterized by different kinds of forces and energy. The relationships between them are showed by demonstration experi-ments. Demonstration experiments for determining the coefficient of friction, the body weight change of accelerating falling and the potential energy minimum principle are discussed. The place of the demonstra-tions and the possibilities of applying them during physics teaching are analyzed. Reasoning sequences for giving a logical sense to these physics demonstrations are introduced. These sequences have been based on the system of specially thinking schemes and prepared as a guide determining the steady movement toward a correct result. The demonstration and its reasoning sequence enable the pupils to understand essence of new subject, to colligate, to make conclusions. Reasoning sequences, prepared for demonstration experi-ments are efficient in training pupils’ way of thinking. Key words: visual principle, mechanical phenomena, force, energy, physics demonstration experiment, reasoning sequence, logical sense.
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Nguyễn Bảo Nguyên, Quách, and Lê Công Triêm. "Training cognitive learning skills for stuydent in teaching the "Electricity", physics grade 11." Journal of Science, Educational Science 61, no. 8B (2016): 179–86. http://dx.doi.org/10.18173/2354-1075.2016-0173.

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Chanserm, Tevarit, Jiraporn Tupsai, and Chokchai Yuenyong. "Grade 11 student’s mental model of the Nature of Light." Journal of Physics: Conference Series 1340 (October 2019): 012086. http://dx.doi.org/10.1088/1742-6596/1340/1/012086.

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Labudde, Peter, Walter Herzog, Markus P. Neuenschwander, Enrico Violi, and Charlotte Gerber. "Girls and physics: teaching and learning strategies tested by classroom interventions in grade 11." International Journal of Science Education 22, no. 2 (February 2000): 143–57. http://dx.doi.org/10.1080/095006900289921.

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Szmyrka-Grzebyk, A. "Reproducibility of industrial-grade platinum resistance thermometers type OPT 11." Cryogenics 29, no. 7 (July 1989): 761–62. http://dx.doi.org/10.1016/0011-2275(89)90147-1.

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Tairab, Hassan, Khaleel Al Arabi, Lutfieh Rabbani, and Sara Hamad. "Examining Grade 11 science students’ difficulties in learning about vector operations." Physics Education 55, no. 5 (August 6, 2020): 055029. http://dx.doi.org/10.1088/1361-6552/aba107.

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Mpofu, Sihlobosenkosi, and Vimolan Mudaly. "Grade 11 Rural Learners Understanding of Functions: A Commognition Perspective." African Journal of Research in Mathematics, Science and Technology Education 24, no. 2 (May 3, 2020): 156–68. http://dx.doi.org/10.1080/18117295.2020.1798670.

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Almzidi, Nasser S., and Ali H. Al Shuaili. "Identifying the Impact of Using Simulation Programs on Acquiring Physics Concepts for Female Students in Grade 11." Journal of Educational and Psychological Studies [JEPS] 11, no. 2 (March 1, 2017): 390. http://dx.doi.org/10.24200/jeps.vol11iss2pp390-406.

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This study aims at identifying the impact of using Simulation programs on acquiring physics concepts, and development of lab activity skills. The sample consisted of (54) female students in grade 11 in the General Education at schools in Al-Batinah North Governorate. The sample was divided into two groups: The experimental group (n=28) that studied physics using simulation, and the control group (n=26) that studied the same material but using the traditional method of teaching. To achieve the study aims three tools were prepared: The Physics Concepts Test, the Laboratory Work Skills Test, and Laboratory Work Skills Observation Card. After conducting the tests before and after the study treatment, and observing the student while working on the experiments, the study results showed that no statistical differences was indicated between the experimental group and the control group in terms of gain of physics concepts, and all lab activity skills. In addition, the results of the Laboratory Work Skills Observation Card showed that simulation programs made the student make most of the lab activity skills. In view of the findings of the study, some suggestions and recommendations were proposed for future research.
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Nemanič, Vincenc, Marko Žumer, and Bojan Zajec. "Deuterium retention in ITER-grade austenitic stainless steel." Nuclear Fusion 48, no. 11 (October 7, 2008): 115009. http://dx.doi.org/10.1088/0029-5515/48/11/115009.

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Resty C. Samosa. "Mobile Physics as Innovation to Reinvigorating Active Engagement and Learning Dynamics of Grade 11 Learners on Uniform Accelerated Motion." International Journal for Research in Applied Sciences and Biotechnology 8, no. 2 (April 5, 2021): 162–66. http://dx.doi.org/10.31033/ijrasb.8.2.21.

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Physics phenomena are widely viewed in daily life, and the technical nature of physics makes modern life seem to be simpler than it was many years ago. Physics teaching and learning, on the other hand, has not always been done effectively, especially in developing countries. This study aimed measured the effectiveness using mobile physics on students’ reinvigorating active engagement and learning dynamics on teaching uniform accelerated motion. The study employed the one-group pretest–posttest design. The design compared the result obtained from researcher – made - pretest and posttest and adapted science engagement scales. The study revealed that mobile physics as innovation had a positive effect on the learning dynamic of the learners, as evidenced by the significantly greater mean in the posttest. The data showed that there is significant difference in the pretest and posttest score of students in the utilization of mobile physics on teaching uniform accelerated motion. It is also evident that learners highly have engagement during the innovation on teaching uniform accelerated motion. Future utilization of this mobile physics as an innovation would raise learners’ active engagement and learning dynamics in teaching physics concepts.
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Dissertations / Theses on the topic "Grade 11 Physics"

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Ndeleni, Zingiswa. "Teaching Electrostatics in Grade 11 Physical Sciences using a Conceptual Change Approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/5935.

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Magister Educationis - MEd (Mathematics and Science Education)
The study was conducted at a senior secondary school situated in a deep rural area of the district of Cofimvaba in the Eastern Cape Province. It was motivated by academically struggling grade 12 learners in my school who were experiencing problems in mastering the electrostatics concept which is introduced in grade 10. The aim was to come up with alternative teaching strategies that can assist learners in grasping the concept. This study employed the conceptual change framework as a teaching strategy to improve learners' understanding of electrostatics. Theories that underpin this study are constructivism and conceptual change. The sample for this study was a Grade11 physical science class with a total sample size of fortyfive learners. It was a case study as the researcher focused on a single class in a school. This study employed a mixed approach as both qualitative and quantitative instruments were used in the data collection process. Learners wrote the pre-test that served as a baseline evaluation. An intervention in the form of a lesson presentation followed, addressing the four stages of conceptual change. A post-test followed immediately after the presentation to assess the results of the conceptual change approach. Five learners were randomly selected from the total population for interviewing. The study found that learners understanding of electrostatics improved after the conceptual change lesson and learners indicated that they found the lessons much more interesting. The study provided insight into the use of the conceptual change framework as a teaching strategy and contributed to the limited baseline data available on the teaching of electrostatics in rural schools in South Africa.
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Magadla, Anadin Zakhele. "Teaching Ohm's law in Grade 11 Physical Sciences using a Multiple Representations Approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/5928.

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Magister Educationis - MEd (Mathematics and Science Education)
The purpose of this study was to investigate the value of teaching Ohm's law in Grade 11 using a Multiple Representations Approach (MRA). The need to promote knowledge and skills in problem solving in Physical Sciences together with the use of technology is important. This study explored techniques of improving learner attainment thus ensuring that they achieve the minimum entry requirements for science related fields at university. Methodology A case study approach was used. The context is a rural high school in the Eastern Cape. The theoretical framework is constructivism and pedagogical content knowledge. It was a mixed method study with a sample of 48 Grade 11 Physical Sciences learners. Data was collected through a pre-test, an intervention and a post-test. The intervention lessons on Ohm's law were video-taped. A control group was taught using traditional teaching methods and the experimental group was taught using the Multiple Representations Approach. Post-test scores compared the achievement in the two groups. It was followed by focus group interviews with the learners in the two groups. Findings The study found that MRA improved learner attainment and assisted in overcoming learning difficulties. It assessed and developed a variety of learners' skills in different forms at different stages of the lesson. The study found that the MRA aroused learners' interest in science and assisted them to visualise the abstract concepts and this led to an understanding of difficult concepts. Recommendations The study recommends the use of MRA's by science teachers to increase learners' understanding of Ohm's law. It is recommended that teachers develop fun and interesting science activities to encourage the love of science among learners.
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Molefe, Franscinah Kefilwe. "Mathematical knowledge and skills needed in physics education for grades 11 and 12 / Franscinah Kefilwe Molefe." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1238.

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The performance of mathematics and physical science students are very low in South Africa. These students lack algebraic knowledge and skills in physics education. They tend to treat mathematics and science as separate entities; to them the two subjects are not related. Even the teachers seem not to realise the interrelationship of the two subjects, because according to the research, they perpetuate this attitude. A possible reason could be that they are unfamiliar with common objectives and applications. Knowledge of science is enhanced by the application of mathematics, but the role of mathematical knowledge and skills in the understanding of physical science is uncertain. Even in the new National Curriculum Statement (NCS) of South Africa the relationship between mathematics and physical science is not clearly indicated. Algebraic language is a main tool used in physics, but students still display a lack of understanding of mathematical concepts and problem solving skills. The study was aimed at identifying the mathematical knowledge and skills that would enable students to solve physics problems in grades 11 and 12. The aim was also to identify the specific problems experienced by students in applying these skills and knowledge in physics at grades 11 and 12 level. The empirical study was conducted amongst a group of 120 students in four schools in the Rustenburg Region, North- West Province, South Africa and 28 teachers of which 10 were from these schools and 18 were teachers participating in the Sediba project of the North-West University. The investigation was done by means of a self constructed test and questionnaires. The results indicate that the biggest problem lies with a lack of conceptual knowledge, especially with a basic understanding of proportional reasoning. Other problems were identified and possible remedies proposed.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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Tembani, Neliswa. "Teaching Newton's Second Law of Motion in Grade 11 Physical Sciences using a Conceptual Change Approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/5986.

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Magister Educationis - MEd (Mathematics and Science Education)
The purpose of this study was to investigate how the use of a conceptual change approach could contribute to enhance the teaching and learning of Newton's second law of motion in Grade 11 Physical Sciences. More specifically, the study attempted to answer the main research question namely, How can teaching using a conceptual change approach improve the learners' achievement in Newton's laws of motion? This study was underpinned by the theories of constructivism and conceptual change. The concept of effective teaching practice is based on approaches that promote conceptual change and provides learners with skills on learning how to learn and make meaning out of their learning - which is part of the constructivist view of learning. The sample of this research consisted of a single class in a school where the researcher is teaching. The class has 33 learners of mixed gender. The study adopted a single case study approach and was designed to allow for the use of multiple data collection methods. Data was collected through a pre- and post-tests, intervention lessons as well as semi-structured focus group interviews. The use of qualitative and quantitative methods of data collection provided useful and in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The results of the research showed that learners performed better in the post-test than in the pre-test. The learners mentioned the fact that the intervention lesson played an important role in making them understand the concepts better. The results also showed that, while the majority of the learners seemed to have made some progress in their conceptual development as a result of their exposure to conceptual change method of teaching, others struggled with the approach.
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Shifafure, Andreas Muronga. "Understanding how grade 11 Physical Science teachers mediate learning of the topic distillation in the Kavango Region." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017357.

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The National Curriculum of Education was implemented with the broad view of including all learners as laid out in the document Toward Education for All. The curriculum emphasised that the topic distillation should be studied. According to the Examiners Reports, the topic distillation is one of the topics where learners face difficulties in the Namibian Senior Secondary Certificate Ordinary (NSSCO) examination Grade 12. This led me to do research on understanding how Physical Science teachers mediate the topic distillation in Namibia specifically in the Kavango region. The study was carried out at two rural schools with two teachers teaching Grade 11. The community member who I asked to demonstrate the making of Kashipembe was also a participant during this study. Kashipembe is a local cultural brew alcohol beverage commonly made in the Kavango East and West Regions of Namibia, which was used as a learning context in this research study. The study used a qualitative case study underpinned by an interpretive paradigm. Data was generated through the use of document analysis, semi-structured interviews, stimulated recall interviews, lesson observations, brainstorming and practical demonstration of making Kashipembe. These different methods of data gathering were used with the aim of triangulating and validating the data. Therefore, my theoretical framework adopted Vygotsky’s (1986) mediation of learning, social constructivism and pedagogical content knowledge according to Shulman’s (1986) theory. The emergent themes were identified inductively and they were colour coded. These themes were later developed into analytic statements which were used in the study. The findings indicate that the use of community knowledge and experience during the teaching of scientific concepts like distillation is important. These findings can also be used by the practising teachers to make their teaching more effective in the curriculums where distillation is included. Therefore, the Namibian curriculum developers need to include this community knowledge in the curriculum to make it easier for the learners to make sense of the topic distillation.
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Xongwana, Busiswa. "The Effectiveness of the Use of Practical Work in Teaching Electric Circuits in Grade 11 Physical Sciences." University of the Western Cape, 2018. http://hdl.handle.net/11394/5989.

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Magister Educationis - MEd (Mathematics and Science Education)
There is a history of poor results in grade 12 physical sciences in South Africa. This underperformance is particularly evident in the Eastern Cape's rural areas generally and in previously disadvantaged schools in specific. There are several factors that lead to this problem. One factor that has been identified is the lack of practical work in science teaching due to lack of resources for practical work. This study investigated the effectiveness of the use of practical work to teach electric circuits in grade 11. The researcher was prompted by the National Diagnostic Report for grade 12 for the past four years which showed that learners were not doing well on practical-based questions on electric circuits. The case study was conducted in a rural school where the researcher is employed in Dutywa district in the Eastern Cape Province. Two grade 11 classes participated in the research; one as a control group consisting of 60 learners and the other as an experimental group with a total of 65 learners. This study is underpinned by the theory of constructivism. Data was collected using qualitative and quantitative research methods. Two instruments, questionnaires and interviews, were used in the research. The study found the practical approach to teaching electric circuits resulted in learners achieving higher marks in tests compared to the class where purely theoretical approach was adopted. The study also highlighted that learners expressed a greater appreciation for being hands-on in the physical sciences classroom as they perceived that this activity improved their understanding and achievement in physical sciences tests and examinations. The study proposes a greater integration of practical work during teaching which could lead to a positive effect on physical sciences results in the Eastern Cape. Greater involvement of learners through practical work could help learners to understand better practical-based questions on electric circuits and could also serve as a teaching strategy to improve learning in other areas of the curriculum.
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Kanime, Mwene Kashiiwandapo. "An investigation into how Grade 11 Physical Science teachers mediate learning of the topic stoichiometry : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017346.

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Stoichiometry is proven to be one of the difficult topics for learners in the NSSC Physical Science syllabus due to its abstract nature. Over the years the Examiner’s reports reveal that learners' performance is very poor in this topic. In addition, learners fear the topic and have developed a negative attitude toward it. It is against this background that I decided to carry out a qualitative case study; investigating how teachers mediate the learning of stoichiometry. The study was conducted at two schools in the Oshikoto Region, Namibia and it involved two grade 11 Physical Science teachers. The study is located within the interpretive paradigm and made use of interviews, document analysis and lesson observations (which were video-taped and transcribed) followed by stimulated recall interviews to generate data. The generated data were analyzed using the inductive approach whereby themes were identified. The themes were later used to develop analytical statements in relation to my research questions and these were used to interpret the data. Moreover, the study adopted the notion of pedagogical content knowledge (PCK) proposed by Shulman (1986, 1987) as well as Vygotsky's (1978) mediation of learning and social constructivism as the theoretical frameworks. The data were validated by triangulation, member checking as well as using the stimulated recall interviews while watching the videos with each participant. The findings of the study show that teachers use several tools to mediate the learning process and this includes the use of language, learners' prior knowledge and analogies. In addition, it emerged in this study that teachers are faced with a number of challenges when mediating learning of this topic. Hence, the study recommends that teachers should develop their pedagogical content knowledge for them to effectively eliminate the challenges faced as well as to come up with the best teaching strategies which they can use to mediate learning and help learners make sense of the topic stoichiometry.
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Chani, Fungisisai M. "An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017334.

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The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
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Mwiiyale, Laina Natangwe. "Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/17605.

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Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
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Mutikisha, Nghidixumo Jeremia. "An investigation of an innovative teaching approach to explore how Grade 11 Physical Science learners make sense of the topic light." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/8055.

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In the Namibian education curriculum the topic light is offered in Grade 7 Natural Science and Health Education (NSHE) and in Grades 10, 11 and 12 Physical Science. The Namibian junior secondary certificate (JSC) Examiners’ reports for 2011 to 2013 indicate that more than 50% of learners have been performing poorly on questions on the topic light particularly on the questions related to the properties of light. Similarly, the Namibian senior secondary certificate ordinary (NSSCO) level Examiners’ reports for2011 to 2013indicate that many learners struggled to answer questions related to reflection and refraction of light. These results triggered my interest to investigate how Grade 11Physical Science learners make sense of the topic light based on their conceptions, experiences, prior knowledge as well as looking into factors that enable or constrain them in making sense of the topic light. This research was a case study of one secondary school in Namibian urban area. It was carried out with 22 Grade 11 Physical Science learners through a designed ASEI-PDSI (Activities, Students, Experiment, Improvisation-Plan, Do, See, Improve) teaching intervention to explore how they make sense of the topic light. Underpinned by an interpretive paradigm, the study tried to explore how learners make sense of the topic light through ASEI-PDSI teaching approach. Within the interpretive paradigm, a mixed method case study approach was adopted. In the context of this study the quan→QUAL design was applied. The study was informed by constructivism consisting of both cognitive and social constructivism as a theoretical framework looking into learners’ sense making, prior knowledge and social interaction as well as knowledge construction. Convenience and purposive sampling were used to select those 22 grade 11 Physical Science learners. The data were generated using tests (pre-test and post-test), questionnaires, stimulated recall interviews, lesson observations and video-stimulated recall interviews. Triangulation of data was employed to ensure validity and trustworthiness of the research findings. Prior the commencement of the study, informed consents were obtained in writing from the Director of Ohangwena Directorate of Education, school principal, Grade 11Physical Science teacher, learners as well as from the parents of the learners involved in the study. The findings of the study revealed that there was a positive shift in learners’ sense making as it was reflected by the learners’ post-test scores in comparison to the pre-test scores. The post test scores were higher than the pre-test scores. The study thus recommends for the adoption of an ASEI teaching approach to be used during science lessons in schools in Namibia for better academic improvement.
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Books on the topic "Grade 11 Physics"

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Nova Scotia. Dept. of Education. Senior high school physics programs for grade 11 & 12. Halifax, NS: Nova Scotia Dept. of Education, 1995.

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Education, Ontario Ministry of. Health and physical education: The Ontario curriculum, grades 11 and 12, 2000. Toronto, Ont: Ministry of Education, 2000.

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1948-, Midura Daniel W., ed. Team building through physical challenges. Champaign, Ill: Human Kinetics Publishers, 1992.

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K, Theumann W., and Köberle Roland, eds. Neural networks and spin glasses: Proceedings of the STATPHYS 17 Workshop on Neural Networks and Spin Glasses. Held at the Institute of Physics, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil, 8-11 August 1989. Singapore: World Scientific, 1990.

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Meldrum, Christina. Madapple. New York: Random House Children's Books, 2008.

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Rao, Gautam. The Key: Physics - Grade 11. Clarion Call, 2000.

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Physics: Course profile, grade 11, university preparation. [Ontario]: Queen's Printer for Ontario, 2001.

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Public District School Board Writing Partnership (Ontario) and Ontario Ministry of Education, eds. Physics: Course profile, grade 11, university preparation. [Ontario]: Queen's Printer for Ontario, 2001.

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Education, Ontario Ministry of, ed. The Ontario curriculum, exemplars, grade 11.: Biology, chemistry, physics. [Toronto]: Ontario, Ministry of Education, 2003.

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Kelder, Karin H. Physical Sciences, Grade 11. Cambridge University Press, 2012.

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Book chapters on the topic "Grade 11 Physics"

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Westphal, Laurie E. "Atomic Structure, History, and the Periodic Table." In Hands-On PHYSICAL SCIENCE GRADES 6-8, 183–94. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235491-11.

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Goldberger, Michael, and Brendan SueSee. "Effects of the Reciprocal Teaching Style on skill acquisition, verbal interaction and ability to analyse in fifth grade children in physical education." In The Spectrum of Teaching Styles in Physical Education, 116–27. Routledge, 2020. http://dx.doi.org/10.4324/9780429341342-11.

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Ducruix, A., and R. Giegé. "Methods of Crystallization." In Crystallization of Nucleic Acids and Proteins. Oxford University Press, 1999. http://dx.doi.org/10.1093/oso/9780199636792.003.0009.

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There are many methods to crystallize biological macromolecules (for reviews see refs 1-3), all of which aim at bringing the solution of macromolecules to a supersaturation state (see Chapters 10 and 11). Although vapour phase equilibrium and dialysis techniques are the two most favoured by crystallographers and biochemists, batch and interface diffusion methods will also be described. Many chemical and physical parameters influence nucleation and crystal growth of macromolecules (see Chapter 1, Table 1). Nucleation and crystal growth will in addition be affected by the method used. Thus it may be wise to try different methods, keeping in mind that protocols should be adapted (see Chapter 4). As solubility is dependent on temperature (it could increase or decrease depending on the protein), it is strongly recommended to work at constant temperature (unless temperature variation is part of the experiment), using commercially thermoregulated incubators. Refrigerators can be used, but if the door is often open, temperature will vary, impeding reproducibility. Also, vibrations due to the refrigerating compressor can interfere with crystal growth. This drawback can be overcome by dissociating the refrigerator from the compressor. In this chapter, crystallization will be described and correlated with solubility diagrams as described in Chapter 10. Observation is an important step during a crystallization experiment. If you have a large number of samples to examine, then this will be time-consuming, and a zoom lens would be an asset. The use of a binocular generally means the presence of a lamp; use of a cold lamp avoids warming the crystals (which could dissolve them). If crystals are made at 4°C and observation is made at room temperature, observation time should be minimized. Preparation of the solutions of all chemicals used for the crystallization of biological macromolecules should follow some common rules: • when possible, use a hood (such as laminar flux hood) to avoid dust • all chemicals must be of purest chemical grade (ACS grade) • stock solutions are prepared as concentrated as possible with double distilled water. Solubility of most chemicals are given in Merck Index. Filter solutions with 0.22 μm minifilter.
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Conference papers on the topic "Grade 11 Physics"

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Qamaria, Sitti Lailatul. "The Usage of Virtual Laboratory on Grade 11 Students’ Learning Outcomes Toward Physics." In International Conference on Online and Blended Learning 2019 (ICOBL 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200521.032.

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Müller, Thomas, Kathrin Kadel, Peter Habisreuther, Dimosthenis Trimis, Nikolaos Zarzalis, Alexander Sänger, Tobias Jakobs, and Thomas Kolb. "Influence of Reactor Pressure on the Primary Jet Breakup of High-Viscosity Fuels: Basic Research for Simulation-Assisted Design of Low-Grade Fuel Burner." In ASME Turbo Expo 2018: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/gt2018-75950.

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Detail investigations on the primary breakup of high-viscosity liquids using external-mixing twin-fluid nozzles at increased system pressure are scarce. Therefore, the research work of the present study is focused on the investigation of pressure influence (1 - 11 bar (abs)) on the primary breakup by numerical simulation based on a previously studied nozzle [Müller et al., ASME Turbo Expo 2016, GT2016-56371]. The pressure influence was investigated for two liquids applying a wide range of viscosities (100 mPa s; 400 mPa s) and two atomizing air velocities (58 m/s; 74 m/s). To describe the disintegration process of the fluids, characteristic features like liquid jet morphology, breakup length and breakup frequency were evaluated. The primary breakup was investigated using the open source CFD software OpenFOAM. To gather the morphology of the primary breakup and the flow field characteristics compressible large eddy simulations (LES) were performed and the movement of the gas-liquid interface was captured by means of the Volume of Fluid-Method (VOF). The conducted simulations showed good agreement with experimental results with respect to the characteristic features (e.g. morphology and breakup length) and revealed a decrease of the breakup length with increasing ambient pressure for a constant liquid mass flow and atomizing air velocity. Moreover, those findings will contribute to a better understanding of the physics of the breakup of high-viscosity liquid jets and as well to create an experimentally validated CFD based tool for future burner development and optimization.
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Zunga, Rosemary, and Sam Ramaila. "SOUTH AFRICAN GRADE 11 PHYSICAL SCIENCES LEARNERS’ PERCEPTIONS OF SCIENTIFIC INQUIRY." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end017.

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Kockelmann, H., and R. Hahn. "High Grade Performance Proof on Gaskets for Bolted Flange Connections With Organic Fluids." In ASME 2006 Pressure Vessels and Piping/ICPVT-11 Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/pvp2006-icpvt-11-93634.

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For the “high grade performance proof” on gaskets for bolted flange connections according to TA Luft (German Clean Air Act) and VDI guideline 2440 “Emission Reduction - Mineral Oil Refineries” the pressure increase method was developed as an alternative method based on simple physical laws. The comparison of measuring results with results of the usual Helium mass spectrometry did show rather good agreement of both methods validating the pressure increase method. The advantage of the pressure increase method is the fact that a lot of volatile organic fluids can be used as test medium. It was shown that with Methanol and Ethanol the leakage rate criterion of VDI guideline 2200 for 40 bar internal pressure for a Graphite based sheet gasket often in use in chemical plants is met.
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Kuskov, Vadim. "RESEARCH OF PHYSICAL AND MECHANICAL PROPERTIES OF BRIQUETTES, CONCENTRATED FROM LOOSE HIGH-GRADE IRON ORES." In 17th International Multidisciplinary Scientific GeoConference SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgem2017/11/s04.129.

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Mphafudi, James, and Sam Ramaila. "THE USE OF COMPUTER SIMULATIONS AS AN INTERVENTION TO ADDRESS MISCONCEPTIONS OF GRADE 11 PHYSICAL SCIENCES LEARNERS IN SOUTH AFRICAN TOWNSHIP SCHOOLS." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end015.

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Vihar, Jangala Sai, and Deepak Mulajker. "A Descriptive Study to Assess the Association of Geriatric Score with Observed Chemo Toxicity in Cancer Patients Older than 60 Years." In Annual Conference of Indian Society of Medical and Paediatric Oncology (ISMPO). Thieme Medical and Scientific Publishers Pvt. Ltd., 2021. http://dx.doi.org/10.1055/s-0041-1735373.

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Abstract Introduction Cancer is the leading cause of death worldwide with elderly patients being predominantly affected. There seems to be a bias against administering chemotherapy to elderly patients with fewer elderly patients receiving chemotherapy as compared with their stagematched younger patients because of concerns about their capacity to endure treatment. To make personalized treatment decisions and to anticipate serious adverse effects, a toxicity prediction tool that can be computed at the bedside is the need of the hour. This well-validated score has not been tested in the Indian population. So, we decided to test the same score in our patients and try to correlate the score with the observed toxicity. Objectives This study was aimed to determine geriatric functional status by means of a standardized geriatric score and to correlate geriatric score with observed chemo toxicity. Materials and Methods Fifty consecutive elderly patients (age > 60 years) with a diagnosis of cancer and scheduled for chemotherapy were recruited. These patients were evaluated using the geriatric assessment tool which is based on functional, nutritional, and psychological status. After that patient’s pretherapy, chemo toxicity score or geriatric score was calculated using a published well-validated tool that consisted of 11 prechemotherapy variables as follows:a) Age of patient,b) Cancer typec) Planned chemotherapy dose,d) Planned number of chemotherapy drugse) Hemoglobin,f) Creatinine clearanceg) Geriatric questions like -i. How is your hearing?ii. Number of falls in past 6 months?iii. Can take your own medicines?iv. Does your health limit you in walking one block ? during past 4 weeksv. How much of time has your physical health or emotional problems interfered with your social activities (like visiting with friends, relatives etc.)The patients were then followed from the beginning to the end of six cycles of their chemotherapy regimen. Toxicities were noted after each clinical encounter by using the NCI-CTCAE, version 3.0.25. Results General characteristics: the mean age of participants was 66 years (standard deviation [SD] = 4.6 and range: 60–85 years). Of them, 60% received polychemotherapy and 82% received standard doses of chemotherapy. The mean score on activities of daily living was 66.7, comorbidity score was 2.7, the psychological scale was 63.8, the social-activity scale was 54.3, and social-support scale was 64.1. The mean pretherapy toxicity score is 7.24 according to the toxicity calculator. At least one grade 3 to 5 toxicity occurred in 30% of the patients (66% of grade 3, 20% of grade 4, and 13.3% of grade 5). The correlation between the predicted score and observed graded toxicity score by Pearson’s scale (α = 0.05) was 0.63. Conclusion The prediction model is easy to use, thus increasing the feasibility of incorporation in daily practice is important. It may enable oncologists to better assess the risk/benefit ratio and to adjust the treatment accordingly.
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Akelaitis, Arturas. "Development Of Emotional Skills Among 15–16-Year-Old Adolescents In Physical Education Classes." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-24.

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Background: The aim of this study was to investigate the effectiveness of the 16 weeks educational program of emotional skills in physical education classes on development of emotional skills among 15–16-year-old adolescents in physical education classes. Study hy-pothesis – the application of 16 weeks educational program would allow expecting more de-veloped emotional skills among 15–16-year-old adolescents in physical education classes. Subjects and methods: Participants in the study were 51 pupils of the ninth grade (15.15±0.36). Experimental group consisted of 25 and the control group of 26 adolescents. The measures of emotional skills were evaluated using Emotional Intelligence Questionnaire – Short Form (TEIQue – SF), Social Emotional School Readiness Scale (BUSSESR), and self-confidence methodology, developed by Stolin (Пантилеев, Столин, 1989). Educational experiment was used as a method to verify the eficiency of the educational program. Repeated measures (RM) multivariate analysis of variance (2 × 2 (Group × Time) MANOVA) was used in order to analyze the effects of the educational program. Results: After the 16-weeks educational program (structural physical education classes), a significant improvement was found in emotional skills scores for the experimental group compared with the control group, which had a statistically significant effects: adolescents in the experimental group had more developed self-awareness (F (1,49) = 5.86; p < .05; η 2 = .11), self-confidence (F (1,49) = 5.28; p < .05; η 2 = .10) skills, and the abilities to express emotions (F (1,49) = 5.95; p < .05; η 2 = .11) in physical education classes. These results indi-cated that the structural physical education classes had a positive influence on adolescents’ emotional skills. Conclusions: It was found that during the 16 weeks educational experiment the applied mea-sures of educational impact had a statistically significant effect on the components of exper-imental group 15–16-year-old adolescents’ self-awareness, self-confidence skills, and the abilities to express emotions in physical education classes.
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Kremnický, Juraj. "Opinions Of Teachers On Teaching Gymnastics In Banská Bystrica." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-36.

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The aim of this article was to find out the views and attitudes of teachers of the fifth and sixth grades of elementary schools in Banská Bystrica on gymnastics. The research group consisted of total number of 25 physical and sport education teachers, 11 male and 14 females from eleven schools. We used our electronical questionnaire to find out the opinions of the teachers. We studied the opinions on teaching the gymnastics but also material equipment at elementary schools. In average we found out positive attitude of teachers toward gymnastics. The teachers consider the existing material equipment at elementary schools in Banská Bystrica to be suficient.
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Hwang, Bao-tyan, and Shang-feng Chiu. "The Effect of a Computer Instructional Model in Bringing about a Conceptual Change in Students’ Understanding of Particulate Concepts of Gas." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2816.

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This study explores students’ misconceptions with the particulate concept of matter in gaseous state. Then, based on promoting students’ learning and understanding from a constructivist perspective, the effectiveness of instructional activities by presenting a demonstration with computer simulation was investigated. Students were expected to benefit from computer monitored instruction in a number of ways: by becoming more interested in physical phenomena and therefore more motivated; by acquiring a concrete example of a abstract concept that will aid them in reasoning; and by being able to evaluate their predictions of a future physical event using their current conceptual framework and the new concept being presented in the teaching activity. A systematic study of students’ ideas on particulate concepts was carried out first with the participation of 296 subjects in Grade 5-8 (age 11-12 through 14-15) in Taiwan. An open-ended questionnaire and picture drawing question was administered to the subjects. The responses were categorized according to the level of sophistication of the answer and the drawing of the picture. The instruments used both in the pretest and posttest were designed in a format of a two-tier test. Teaching is conducted by a computer demonstration that was specifically designed from implications regarding students’ cognitive conflict. The research findings indicated that students had some misconceptions about the gaseous particles concerning the size, weight, motion and kinetic distribution in space. After teaching, there was a comparison of students’ learning outcomes between the pretest and posttest. A significant difference statistically revealed that teaching activity in this research by the computer-simulated demonstration could obviously benefit students’ conceptual change in learning of particulate theory.
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