This document discusses correlation, which is the relationship between different subjects in a curriculum. It defines three types of correlation: within a subject, between subjects, and with life/environment. There are two types of correlation between subjects - incidental, which occurs casually while teaching, and systematic, which is well-planned by teachers. The document provides examples of correlating physical science with other subjects like biology, mathematics, and other school subjects. It emphasizes that an isolated study of subjects is less useful than understanding the relationships between them.

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TOPIC:
CORRELATION-Combination of
Physical Science with other subject
like Biology,Mathematics

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PAPER-1
METHDOLOGY:THEORETICAL
BASIS OF PHYSICAL
EDUCATION-2

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ONLINE ASSIGNMENT
Submitted to, Submitted by,
SMITHA. I.G MARY ANJU.A
Asst.prof.in PHYSICAL SCIENCE
physical science F.M.T.C MYLAPORE
SUBMITTED ON:
10-08-2015

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INDEX
Serial no Content Page no
1 INTRODUCTION 5
2 CONTENTS:
I. The conceptof correlation.
II. Incidental correlation.
III. Systematic correlation.
IV. Correlation of science
within the subject or with
the subject or with one
another.
V. Correlation science with
other schoolsubject.
6-12
3 Conclusion 13
4 References 14

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INTRODUCTION:
Science cannot be taught in isolation. For an effective
learning full advantage must be taken on the various correlation and
applications of science. Correlation means the relationship between different
subjects of the curriculum. It can be direct or reciprocal. The development of
mind can be achieved when the person has got the ability to solve difficulties
or practical problems. To make them know the interrelationship, science
must be taught in schools in relation to other subjects. Then only instructions
in school can be made efficient in solving practical problems to be face in
life situations.

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CONTENT:
1. The concept of correlation [Inter disciplinary approach]
Science cannot be taught in isolation. For an effective learning
full advantage must be taken on the various correlations and
application of science. Correlation means the relationship between
different subjects of the curriculum. It can be direct or reciprocal. The
development of the mind can be achieved when the person has got the
ability to solve ability to solve difficulties or practical problems. To
solve a practical difficulty combined knowledge of physics and other
branches of knowledge is necessary. The child must know importance
between the different branches of knowledge. To make him know the
interrelationship science must be taught in schools in relation to other
subjects. Then only instructions in schools can be made efficient in
solving practical problems to be faced in life situations.
So physical science must be taught in correlation with other
subjects where it may be found its roots pr branches. Division of
knowledge into several subjects is only feel that various school
subjects may remain in water tight compartments. They should be
made to realize how the different subjects in schools curriculum are
mutually supplementary.
Correlation is of three kinds: -
 Correlation within the subject
 Correlation with other subjects
 Correlation with life and environment
Correlation of science with other subjects can be of two types: -
 Incidental correlation
 Systematic correlation

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Distinction between incidental correlation and systematic correlation.
Incidental correlation Systematic correlation
1. It correlates the subject matter
and makes use of casually
while teaching a unit.
1. Systematic correlation in
curriculum development is well
planned and organized effort of a
group of teachers.
2. It may go unnoticed by some
students who are inattentive.
2. It is noticed by the students.
3. If incidental correlation is not
made with stress the students
may feel confused as to why
the teacher is taking of a topic
in the History in
Physics/Chemistry class.
3. The relation is made clear to
the
Student.
4. Transfer of learning achieved
is not satisfactory.
4. Maximum transfer of learning
is
Achieved.
5. It doesn’t prevent repetition
and the student tends to feel
bored.
5. It avoids repetition.
6. It is in the usual classroom. 6. It prevents wastage of energy
and
time in the classroom.
7. Work of teachers remains
individualized.
7. Co-operation between teachers
is
Developed.
2. Incidental Correlation
It is natural correlation. Correlation is secured by co-coordinating each
topic with allied materials from other subjects. This would mean a broad
treatment of the subject that brings about points of similarities between
science and other related subjects. The success of incidental correlation
depends on.
I. Wide knowledge
II. Versatility of the science teacher

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E g: -
 A Chemistry teacher while teaching about O2, teacher says
about hemoglobin, carriers of O2, and mountaineers use O2
carriers.
 A chemistry teacher while teaching about the structure of atom
correlates with history by telling about Kanada muni and the
progress of science in ancient India.
 A Biology teacher while teaching about eye correlates with a
camera and the formation of image in a convex lens.
3. Systematic correlation
Systematic correlation with other subjects is achieved by a careful
organization of the curriculum in different subjects avoiding unnecessary
duplication of the subject matter and at the same time developing related
topic from different subjects. The syllabus in science must be so arranged
(organized) with those of other subjects that when the knowledge of a
scientific principle is needed in understanding a topic root pressure and
osmosis in other subjects like Biology. It should not be necessary for the
Biology teacher to break that continuity of his subject and teacher those
scientific principles to be taught by the physical science teacher so also
the science teacher should be enable to make use of the pupils knowledge
gained from other subjects. Systematic correlation can be effective only
when the teachers of different subjects coordinate their work. This is
achieved by the careful planning of the curriculum.
4. Correlation of science within the subject or correlation of
physical science with the subject or correlation of science
subjects with one another.
All the branches of science are interdependent upon each other
and there are a number of facts and principles which are common to
various science subjects. As a result of this, new subjects like Physical
chemistry, Bio-chemistry, Bio-physics, Soil chemistry, Electro chemistry,
Geo-physics have been introduced. Subject like “Atom”, “Heat of
chemical reaction”, “Electrolysis” are equal importance to a physicist and

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chemist. Physics provides instruments for the study of almost all other
science subjects, thus correlating many principles of physics with other
science subjects. Chemistry finds its application in various like (theory of
electrochemical cells), biology (chemical Mannering, air and water),
hygiene and physiology (air, water, chemistry of foods, chemistry of
blood, and purification of water). To illustrate a few topics in hygiene that
arises from various science subjects are given below:
PHYSICS:
 Light : -
Light and health, light and germs, light and vitamins, artificial
sunlight in sun-bathing. Eye as camera, use of spectacles.
Natural and artificial lighting, physics or physiology of room.
 Heat : -
Temperature of body, heat as energy, heating of rooms,
humidity, ventilation, sweat, evaporation, treatment of heat burns.
 Sound : -
Ear how it works, effect of noise on health.
 Electricity : -
Use of electricity in homes, heating and lighting for health,
electricity as a curative agent, X-ray, electric shock and its treatment.
 Mechanics : -
Bones and muscles from mechanical systems work and
energy of human body.
CHEMISTRY:
The chemistry of foods digestive system, vitamins, chemistry
of bloods, soap, hard and soft water detergents.

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BIOLOGY:
Development, structure and chief functions of the body breathing
and correlation of blood.
5. Correlation science with other school subjects.
o Correlation of science and mathematics
Mathematics is probably the sole language of science and
therefore a real understanding of science is impossible without
adequate knowledge of mathematics. Algebraic equations,
graphs, geometry, coordinate geometry, calculus; simple statistics
are some of the useful tools of science.
Eg:-
a. Quantitative work in Gas Law and calculations of
chemical equations should come after proportion has
been studied in mathematics. (Law of multiple
proportion)
b. A simple idea of statistics is essential before dealing
with genetics.
c. Knowledge of trigonometric ratios is very helpful in
mechanics and light.
d. Experimental data obtained in a lesson of specific
heat or simple properties of lenses provides real
problems in quadratic equations.
e. Sextant provides useful data for trigonometry.
(sextant is an instrument used to measure angle of sun
above horizon)
f. Measurements of angles and drawing of triangles can
be usefully coupled with the study of mariner’s
compass.
g. Kinetic theory of Gases needs the knowledge of
coordinate geometry.

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Even simple measurements of area and space
require
the knowledge of mathematics. In teaching mathematics principles plenty of
examples are drawn from the field of science subjects like mathematical
physics, mathematical chemistry, applied mathematics, dynamics ratio in
Boyle’s Law, graphs in the study of falling body and cooling curve.
o Correlation of science and Biology
The study of sciences such as Zoology, Botany and
physiology owe to physics and chemistry to explain some
common phenomena.
Eg: -
a. Respiration in plants, photosynthesis is explained by
chemistry.
b. Absorption and evaporation of water assimilation of food
taken from the soil and atmosphere are explained by
physics and chemistry.
c. Movements of joints and actions of the various parts of
the human body are explained by physics in working of
levers. Thus physiology and mechanics of physics and can
be correlated.
d. Nature and value of different food materials required by
man is explained by chemistry.
e. Knowledge relating to pests that destroy plants-
presupposes a study of Bacteriology.

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CONCLUSION
Education is only a means to an end. All the subjects are taught to fit
children in to life and held them understand and appreciate it. Hence it is not
the isolated knowledge of different subjects but the synthesized from that
would be really useful to them. By correlation, the relation between different
subject is better brought about them when the subjects are separable studied.
By the use of correlation the pupil is able to organize the different pieces of
knowledge in a well ordered system.

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REFERENCES
 Dr.Mathew. T. K. and Dr.Molly kutty. T. M (2015),
Theoretical base of teaching and pedagogical
analysis;Chengannoor,Rainbow publications
 Theoretical base of teaching and pedagogical analysis-Wikipedia,
http://googleweblight.
Corrected by
Smitha I G
Asst. Prof.in Physical Science