Curriculum deficiencies in students of Second Year Physics Courses to address IY Ii

T? TITLE: CURRICULAR DEFICIENCIES IN THE SECOND YEAR STUDENTS OF COURSES TO ADDRESS THE F? SICA I AND II. AUTHOR: LIC. DUARTE YURAY LUGOEMAILS: REGIONAL yuray@hab.uci.cuFACULTAD "M? Martyrs Artemis? UNIVERSITY OF SCIENCE INFORM? STICS CUBA ABSTRACT In this paper a study is done through educational tests in previous lessons with the result that students are turning to the next level with gaps contained in the being of Physics Course vital importance in the Teaching-Learning System for Computer Science Career as contributes to the development of thought and process simulation of everyday life, belonging to the branch of natural science has contributed to the development and welfare of man, and thanks to study and research has been possible in many cases, a clear and useful explanation of the phenomena that occur in everyday life. As a result of this study is a proposal of remedial courses for students at the start of the race to face once they have overcome the gaps Subject bringing the Teachings precedents. ABSTRACT 1. INTRODUCTION The purpose of this paper is to propose an analytical program of the subject that takes into account the challenges identified through this investigation regarding the content underlying the knowledge of the subjects Physics I and II at the University of Information Sciences, and the corresponding Planning Model and Process Control Teaching for leveling course taught as a student of Computer Engineering career.

Methodological work is the focus of our research, based on the student's educational needs we have today in our classrooms are not the same as those of students from previous years. We are working with students who faced curricular changes in the curriculum since the beginning of the junior high and significant changes in the paradigms of education in Cuba. Are students who passed through the crisis of teachers in teaching beginning levels of physics, the subject receiving the best teachers with some teaching experience but through television classes. Teachers faced with the difficult task of teaching all subjects, learning to par with the student and knew only what the text said, it goes without saying that what is taught is not known and in many cases these students our teachers were being treated for emerging, presenting difficulties in teaching the topics, make mistakes or omissions in the end we are facing today in our classrooms. The situation of education in the province of Havana was primarily deep crisis stages from 2003-2004 academic year and to date it begins to stabilize somewhat the completion of teachers with teachers in most emerging and accredited junior high high school.

We also have the aggravating for our students of the Regional Colleges whose origins are the Polytechnic Institute of Informatics (IPI) created with the aim of collaborating in the computerization of Cuban society to themselves are not systematically taught this subject (in 57% of enrollment at our center specifically), for different reasons ranging from lack of teachers to the consideration that was not important to the professional development of graduates but a subject most of which serve to increase the Culture General and priorities within the spectrum of the last places left in during the investigation could be detected that is given little to monitor the development of the subject. It is these students who started with our transformations in the eighth grade, knowing the TV Physics classes, with most teachers face the enormous merit of teaching, which took the step forward, and tried to give the their best but in essence did not have the expertise to do so by influencing the learning of students who reach the next level with serious problems with the development of skills in the interpretation of texts, problem solving, mathematical calculation and generally in the development of logical thinking students who spend a lot of work to move the level of play at the application level and even the building.

In our interviews with students from different middle schools we found that the subject not being taught regularly in the IPI, some students report having taken the course the first three years, others received in the last two years of the race and some received a brief summary and other did not. With everything described above is easy to determine that the student enters the university today with gaps of knowledge, has not mastered the basics of physics elements that are important for the proper development of the learning process at this level. 2. MATERIALS AND METHODS. To research the development of several methods applied research within which are: Theoretical Methods: The historical and logical, which allowed to penetrate the object of research, history and development today.

Document analysis, references to systematize and methodology documents that support the teaching-learning process at each level basic medium, upper medium and empirical universitario.Métodos: We used survey methods and educational tests. Allowing gather evidence, criteria and information that enabled to assess the magnitude of the problem qualitatively. Interviews were conducted tests to our students and teaching students in ninth and twelfth grade school in the municipality of Artemis and students in the Third Year of the School of Computer Science Technical Middle Township Bauta and surveys of science teachers IPI be formed as follows: Educational Testing applied to 9th grade students of the "Pedro Ortiz Cabrera ESBU? Municipality of Artemis. 1 - The table contains values ​​of distance and time. Construct the graph X (t). T (s) X (m) 0 0 1 4 2 8 3 6 4 2 5 2 6 6 7 10.8 8 18.4 a-) What kind of movement is in the Section t0 - t2 .. b-) What kind of movement is in the Section t2 - t4. c-) What kind of movement is in the Section t4 - t5.

d-) What kind of movement is in the Section t6 - t8. 2 - Name the laws of Newton. 3 - How to calculate the velocity of a body of mass 3 kg, are known to interact with another body of mass 1.5 kg that comes with constant speed of 3m / s. 4 - represents the movement of a body oscillating in a graph of X with respect to T. 5 - Write the equation for calculating the electrical resistance in a circuit. Educational Testing applied to grade 12 students of "Julio Diaz Gonzalez ESPA? the municipality of Artemis and 3rd Year students "Abel Santamaría Cuadrado IPI? Bauta Township. State the laws of Newton.Como calculate the speed of a body of mass 6 kg, is known to interact with another body of mass 3 kg that comes with constant speed of 8 m / s. What physical law applies in this caso.Represente the motion of a body oscillating in a graph of X with respect to T and write the equation that describes the current movimiento.Qué is eléctrica.Cuantos types of power transformers exist. What is the principle of operation. Diagnostic Test applied to 2nd year students of the School of Computer Science at the "Regional School Martyrs of Artemis?.

The table contains values ​​of distance and time. Construct the graph X (t). T (s) X (m) 0 0 1 4 2 8 3 6 4 2 5 2 6 6 7 10.8 8 18.4 a-) What kind of movement is in the Section t0 - t2. b-) What kind of movement is in the Section t2 - t4. c-) What kind of movement is in the Section t4 - t5. d-) What kind of movement is in the Section t6 - t8. Mention Newton.Como laws calculate the speed of a body weight 10 kg, are known to interact with another body of mass 5 kg that comes with constant speed of 15 m / s. Represents the motion of a body oscillating in a graph of X with respect to T and write the equation that describes the current eléctrica.Escriba movimiento.Qué is the equation for calculating the electrical resistance in a circuit. 3. RESULTS AND DISCUSSION:

RESULTS FOR PRE COLLEGE SCHOOLS HIGH SCHOOL UNIVERSITY Pedro Ortiz Cabrera FR ESPA Artemis Artemis PTBRMPTBRMPTBRMPTBR Bauta IPI M1 30 16 8 6 1 30 July 10 January 13 30 March 7 201-56 45-11 b 30 19 b 56 23 May 8 - 33 C 30 18 8 4 2 30 December to 18 February 30 4 to 26 c 56 26 to 30 d 30 d 19 6 5 56 54 - 2 2 7 15 3 Sept. 30 May 30 to March 25 30 5 - 25 2 56 6 8 42 3 30 11 5 14 3 56 3 - 53 4 30 3 8 19 4 30 12 8 10 4 30 12 8 10 4 56 10 - 46 5 30 December to 18 May 56 39-175 May 30 5 20 5 30 10 5 June 15 56 23 - 33 DISTRIBUTI ON RATE ABSOLUTE IN EVERY QUESTION Rating 1 2 3 4 5 6 B 240 27 24 37 66 23 R 47 15 24 May 10 - M 64101117 85 70 33 FASHION Rating 1 2 3 4 5 6 B XR MXXXXX In the application of educational tests loa took into account the evaluation of these objectives by taking into account the degree of difficulty at each level of education in order to determine the skills achieved by students in relation to the definition of concepts and physical quantities , the description of phenomena through the graphical representation, the statement of fundamental laws and their interpretation by means of problem solving.

With the results obtained it was found that the fundamental concepts that are known in the Secondary and Pre-University levels are not mastered in a high percent of the cases analyzed, with the same basis for understanding the new knowledge that will be taught the student in university education, on the other hand neither students nor teachers see the importance of the subject of Physics for the further development of professional computer so the incentive to study thoroughly the subject is also necessary. Based on the foregoing and experience working with our students designed a strategy to solve at least part of the difficulties students have with the subject from the needs they have, which consists of designing a leveling course with the content necessary to meet the demands of Physics I and Physics II. The same can be taught in Phase Equalization of Freshman, considering curriculum changes expected to occur for the next course. It prepares a draft Planning Model and Process Control Teaching (P1) for leveling course Physics Course for Students of Engineering in Computer Science.

Planning Model and Process Control Teaching (P1) GENERAL INFORMATION Subject: Physics Discipline: Physics Major: Computer Engineering Academic Year: First Semester: First DISTRIBUTION OF HOURS TOPICS CTP STL C CP Total Eval Unit 1: Kinematics of the partícula.1 1 Topic 2: Dynamics of the particle. 1 2 3 Item 3: Work and energy. Conservation laws. 1 2 3 Topic 4: Oscillations and Waves mecánicas.1 1 Item 5: Thermodynamics. 1 1 2 Item 6: Electromagnetic induction. 1 1 2 Item 7: Consolidation Óptica.1 1 1 1 2 Total 5 March 9, 15 4.Conclusion By studying the syllabi of Physics at the different levels of education it was found that the curriculum meets the requirements needed to support the content that students receive the highest level, but in practice this is limited by shortcomings in the preparation of teachers who face the task of teaching, mostly only used as a means of television teaching-learning classes that have an adequate level but do not receive the follow-up espera.Los students enter school with difficulties in mastering the basics of the subject of Physics, which results in lower rates of promotion, with known levels asignatura.Luego rejection of the analysis is necessary to implement a leveling course as possible to resolve the difficulties that students of Regional College of Artemis entering college.