Computer-Aided Learning of Basic Science Subjects. (a Case Study of SS1 Class)
Chapter One
OBJECTIVE OF THE STUDY
The objective of this research project work is aimed at so many things.
Providing access to a range of resources and materials which may not otherwise had been available or accessible. In this study there is much need to create interaction through the tutor, which gives the students the feeling being aided or assisted by a teacher.
Creating an environment that promotes an active approach to learning, developing a systematic way to make the study of science more enjoyable to help students improve in science and possibly make user solve questions at different steps while the answer to frequently asked questions are stored in the software to aid the students.
CHAPTER TWO
LITERATURE REVIEW
HISTORY OF COMPUTER
According to Whalley F and Fredrick (1994). Computer first emerged into two stages.
1). Abacus Stage
2). Mechanical Clock Stage
ABACUS STAGE
The earliest known device to record computations was the abacus. It dates back to ancient times and was invented by the Chinese. Ten beads were strung onto wires attached to a frame. Addition and subtraction were read from the final positions of the beads. It was considered the first manual tool used in calculating answers to problems that provided information and in a primitive way storing the results.
MECHANICAL CLOCK STAGE (ERA).
“Advancing to computer Era” Whalley and Fredrick (1994). During the Middle Ages the first closed system in terms of calculating information was invented by use of a mechanical clock. The parts of the clock calculated the time of day. The time was displayed through the position of two hands on its face. The inventor pre-programmed the clock instructions through the manner in which the pull of the weights and the swing of the pendulum with the movement of the gears established the position of the hands on the clock face.
Science:
John Napier (Scotsman mid 1600’s) discovered logarithms. He discovered a system where he put the logarithms on a set of ivory rods called “Napier’s bones” By sliding the up and down he invented a very primitive slide rule. Robert Bissaker perfected the system by placing numbers on sliding pieces of wood rather than ivory.
Blaise Pascal
In the 1642 developed the first real calculating addition and Subtraction were carried out by using a series of very light rotating wheels. His system is still used in car odometers which track a cars mileage.
Gottfried Van leibnitz
A German good mathematician in 1690 leibnitz developed a machine that could add, subtract, multiply, divide and calculate square roots. The instructions were programmed into the machine. Programming was accomplished through the use of gears. The drawback to this machine was that the instruction could not be changed without changing the whole machine.
Joseph jacquard
In the year 1800’s jacquard developed a loon controlled by punched cards. The cards were made of cardboard which wrer programmed with instructions. Each card represented a loop and the machine read the cards as they were passed over a series of rods. The loom was the early ancestors of the IBM punched card.
Charles Babbage:
1812 precisely Babbage was a genius of a genius of a man who saw few of his inventus actually built a model of what was called the difference engine. This invention was designed to perform calculations without human intervention. The ultimate goal of the machine was to have the machine calculate logarithm tables and print the results. Babbage was so far ahead of the times that the technology was not in place to manufacture the parts for his machine so he was only able to build a small model. Before the machine could be made Babbage died. His son built a small model of the work that still exist today. Babbage became known as the faller of the modern day computer.
Dr Herman Hollerith.
In 1800 hollerith Herman (PhD) used the punched card method to process data gathered in the census. By developing the Horeith code a seres of machine which could store census data on cards and was able to accomplish the accounting in two and half years with an additional million of data added. He was known for developing the the first computer card and accomplishing the first data processing.
CHAPTER THREE
SYSTEM ANALYSIS AND DESIGN
INTRODUCTION
In this chapter major consideration is on what is to be done. Let us take a look at everything educational model. (i.e. manual works as obtained in a relevant fact and result that will be used) as a single guide to the software we wish to develop. We will use the soft engineered approach (i.e. getting information from the software in the software development).
PROBLEM DEFINITION
Learning makes human and the society places priority on education. This creates future leaders that will paddle the leadership boat, however recent development shows that love for science among today’s youth is at declining. One of the reasons for this is Mathematics, chemistry science subject phobia.
Due to the calculative nature (and time consuming) students are no longer interested in devoting much time to these subjects. There is need to recapture the interest of the students by encouraging/complementing the little they put into learning. We try to develop a teaching aid to.
- Complement teacher’s effort.
- Capture student’s interest.
- Add other events on teaching aid
- Make students’ understand and enjoy basic science subject.
The problem now is to see how we can recapture students’ interest through the use of educational software to compliment teachers’ effort by making students’ study science. This can be achieved because students love computer.
Computer is both an educational and entertainment tool, being able to implement sound graphics, color, animation etc. Esther Steinberg (1996).
CHAPTER FOUR
SYSTEM IMPLEMENTATION
INTRODUCTION
This section of the project lays down the necessary steps and guidelines to be followed in order to achieve the desired objectives of the proposed system (new system).
Basically, we can also say that implementation consist of converting the hardware, software to the new system. Conversion is basically of four phases. Direct, Parallel, Phased and Pilot. We should also note that at this phase, close coordination is put in place in order to make the system work successful. It also touches area such as programming language used, computer support, hardware and software involved.
CHAPTER FIVE
SUMMARY, RECOMMENDATION AND CONCLUSION
SUMMARY
This project work is for beginners of Senior Secondary School classes and it cuts across some mathematics and chemistry science subjects, which will be of interest to student beginners in senior secondary schools. Researches today have made it possible for man to be able to interact with machines. Education sector can never be left out because computer programs are now used to impact knowledge into students and this project is aimed to add its own quota to wide use of computer software for human capacity building and local content growth.
RECOMMENDATION
Interactive processes between teachers and students can be forgotten, misunderstood, lack of concentration due to absence of new invented technological machine.
The use of computer in virtually everything is a great technology break through. There is need compulsorily for us to embrace it since it helps in human capacity building. Rather than opening continuity education centres (lesson centres) where students go to spend time each day after school hours to learn.
The software can help in making students do their household chores and have lessons at home during free hours/period.
In this way Childs welfare at both school and home is taken care off.
CONCLUSION
In conclusion, computer has the ability to serve as play tool and learning tool. Fear of teachers can also hinder the understanding of a student. With the us of the software as an aided learning controller, students grow at their own pace.
He repeats lesson he did not understand or do well. This way, he doesn’t feel shy since there is no teacher. Therefore, every student has the potential of developing his skills at his own pace with the software. This makes the project to be laudable as a stepping stone to improving the educational standard in the country.
REFFERENCE
- Bradley Julia case (2003), Advanced programming using visual basic Net McGraw hill Companies.
- Bradley Julia case (2002), programming in visual basic 6.0 McGraw Hill Irwin J.K
- Backhouse J.K (1999), Pure Mathematics I, SPT Hould Sucsth.
- Backhouse J.K (2000), Pure Mathematics2, SPT Hould Sucsth.
- Bondasy, B.D (1996) “Pure Mathematics for Advance level; 2nd edition, Oxford London. Bradley.
- Gorman, A. (1 998) “Addition mathematics for west Africa”, s” Edition Longman Group, UK.
- Julia case (2002), programming in visual basic 6.0 McGraw Hill Irwin J.K Bradley Julia case (2003), Advanced programming using visual basic Net McGraw hill Companies.
- Timothy J. Oleasy Linda 1. Oleasy, (2004), computing Today: published by Mc GeamHill/lawin Arizona state university.
