scholarly journals FABRICATING EXPERIMENTAL EQUIPMENT FOR TESTING GAS LAWS FOR TEACHING AND LEARNING "IDEAL GAS" - GRADE 12 PHYSICS, NATIONAL HIGH SCHOOL PROGRAM 2018

2021 ◽  
Vol 11 (1) ◽  
pp. 72-78
Author(s):  
Viet Hai Phung ◽  
Van Nguyen
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
State Equation ◽  
High Accuracy ◽  
Ideal Gas ◽  
Experimental Equipment ◽  
School Program ◽  
Gas Laws ◽  
Ideal Gases ◽  
High School Program

In this study, we fabricated the experimental equipment for testing gas laws, using eco-friendly and easy-to-find materials. The equipment was able to test, with relatively high accuracy (error less than 1%), the gas laws and demonstrate the state equation of ideal gases. The findings reveal that the equipment and similar experiments can be adopted for teachers’ modeling activities as well as students’ experiments, or teachers can guide their students to fabricate their own equipment as a STEM experience while teaching the topic “Ideal Gas” – Grade 12 Physics, the national high school program 2018.

scholarly journals Technology in the technology subject

Learning Tech ◽  
2021 ◽  
pp. 127-143
Author(s):  
Mette Møller Jeppesen ◽  
Lars Bo Henriksen
Keyword(s):  
High School ◽  
School Program ◽  
Technical Science ◽  
Technical Examination ◽  
High School Program

The Danish higher technical examination programme (HTX) is the only high school program in Denmark that specialises in technology and engineering. Central to the HTX curriculum are the profile subjects; technology and technical science. In this article, we take a closer look at these subjects, or more precisely, we examine the concept of technology embedded within them. The ministerial order regarding the subjects places the concept of technology within the ‘technology model’. We will examine the background for the model, its potential and limitations and the model's place in teaching through empirical findings from fieldwork in order to examine whether the technology model lives up to its described purpose. Overall, it can be argued that the model works but it can also be argued that the teachers should be aware of the model’s shortcomings and discuss these with students, so they obtain a more dynamic and dialectical understanding of technology.

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