Level: Curriculum Development (6406) Semester: Autumn,2021
Course: ADE/ B.Ed (4Years)
Assignment No.1
Q.1 Explain the functions of BTES
ANS
The function of BTES is based on the ground material’s ability to store and conduct heat. A high volumetric heat capacity is desirable for sensible heat storage, as done with BTES systems. Volumetric heat capacity of the ground is in the order of 1.3–2.8 MJ/m 3 K for unconsolidated ground material and 1.8–3 MJ/m 3 K for solid rock.
BTES uses the underground itself as the storage material. Underground in this context can range from unconsolidated material to rock with or without groundwater. The material can contain pores or fractures in the case of hard rock. Depending on the water content of the underground it is called saturated if all pores or fractures are fully filled with water. Typically for solid-state material as storage medium, the heat transport mechanism is heat conduction and thus requires heat exchangers for injection and extraction.
Because of their construction principle, BTES are not thermally insulated to the bottom and the side; only a top insulation layer reduces the losses to the environment. As the thermal conductivity of underground material is rather moderate, in a range of 1–5 W/m·K, heat losses can be kept low if the total volume is large enough to achieve a good surface-to-volume ratio. Size is important because heat losses are proportional to the storage surface while the storage capacity is proportional to the volume.
Therefore BTES are typically large and thus contain a high storage capacity. Additionally, BTES construction can be relatively cheap, even to a high quality, which allows its use even from an economical point of view for seasonal storage with 1–2 storage cycles per year.
Due to geological conditions different types of borehole heat exchangers (BHEs) have been realized. In the hard rock areas of Scandinavia, open water-filled boreholes became popular because of their excellent heat exchange performance. This technique is not applicable in the unconsolidated rock typical of the geological conditions in the rest of Europe. Here, closed systems with plastic pipes in grouted boreholes are used.
BTES uses the underground itself as the storage material. Underground in this context can range from unconsolidated material to rock with or without groundwater. The material can contain pores or fractures in the case of hard rock. Depending on the water content of the underground it is called saturated if all pores or fractures are fully filled with water. Typically for solid-state material as storage medium, the heat transport mechanism is heat conduction and thus requires heat exchangers for injection and extraction.
Because of their construction principle, BTES are not thermally insulated to the bottom and the side; only a top insulation layer reduces the losses to the environment. As the thermal conductivity of underground material is rather moderate, in a range of 1–5 W/m·K, heat losses can be kept low if the total volume is large enough to achieve a good surface-to-volume ratio. Size is important because heat losses are proportional to the storage surface while the storage capacity is proportional to the volume.
Therefore BTES are typically large and thus contain a high storage capacity. Additionally, BTES construction can be relatively cheap, even to a high quality, which allows its use even from an economical point of view for seasonal storage with 1–2 storage cycles per year.
Due to geological conditions different types of borehole heat exchangers (BHEs) have been realized. In the hard rock areas of Scandinavia, open water-filled boreholes became popular because of their excellent heat exchange performance. This technique is not applicable in the unconsolidated rock typical of the geological conditions in the rest of Europe. Here, closed systems with plastic pipes in grouted boreholes are used.
Q.2 Follow up the steps of problem solving and project method in order to their application in the real life situation.
ANS
The eight steps to practical problem solving also include the Plan, Do, Check and Act (PDCA) cycle. Steps one through five are the planning process. The doing is found in step six. Step seven is the checking.
The Eight Step Problem Solving Process
- Clarify the Problem
- Breakdown the Problem
- Set the Target
- Analyze the Root Cause
- Develop Countermeasures
- Implement Countermeasures
- Monitor Results and Process
- Standardize and Share Success
The eight steps to practical problem solving also include the Plan, Do, Check and Act (PDCA) cycle. Steps one through five are the planning process. The doing is found in step six. Step seven is the checking . Step eight involves acting out the results of the new standard.
This practical problem solving can be powerful tool to issues facing your organization. It allows organizations to have a common understanding of what defines a problem and what steps are going to be taken in order to overcome the problem efficiently.
The Eight Steps Broken Down:
Step 1: Clarify the Problem
A problem can be defined in one of three ways. The first being, anything that is a deviation from the standard. The second could be the gap between the actual condition and the desired condition. With the third being an unfilled customer need.
In order to best clarify the problem, you have to see the problem with your own eyes. This gives you the details and hands-on experience that will allow you to move forward in the process.
Step 2: Breakdown the Problem
Once you’ve seen the problem first hand, you can begin to breakdown the problem into more detailed and specific problems. Remember, as you breakdown your problem you still need to see the smaller, individual problems with your own eyes. This is also a good time to study and analyze the different inputs and outputs of the process so that you can effectively prioritize your efforts. It is much more effective to manage and solve a bunch of micro-problems one at a time, rather than try and tackle a big problem with no direction.
Step 3: Set the Target
Step three is all about commitment and focus. Your attention should now turn towards focusing on what is needed to complete the project and how long it will take to finish. You should set targets that are challenging, but within limits and don’t put a strain on the organization that would hinder the improvement process.
Step 4: Analyze the Root Cause
This is a vital step when problem solving, because it will help you identify the actual factors that caused the issue in the first place. More often than not, there are multiple root causes to analyze. Make sure you are considering all potential root causes and addressing them properly. A proper root cause analysis, again involves you actually going to the cause itself instead of simply relying on reports.
Step 5: Develop Countermeasures
Once you’ve established your root causes, you can use that information to develop the countermeasures needed to remove the root causes. Your team should develop as many countermeasures needed to directly address any and all root causes. Once you’ve developed your countermeasures, you can begin to narrow them down to the most practical and effective based off your target.
Step 6: Implement Countermeasures
Now that you have developed your countermeasures and narrowed them down, it is time to see them through in a timely manner. Communication is extremely important in step six. You’ll want to seek ideas from the team and continue to work back through the PDCA cycle to ensure nothing is being missed along the way. Consider implementing one countermeasure at a time to monitor the effectiveness of each.
You will certainly make mistakes in throughout your problem solving processes, but your persistence is key, especially in step six.
Step 7: Monitor Results and Process
As mistakes happen and countermeasures fail, you need a system in place to review and modify them to get the intended result. You can also determine if the intended outcome was the result of the action of the countermeasure, or was it just a fluke? There is always room for improvement in the problem solving process, but you need to be able to recognize it when it comes to your attention.
Step 8: Standardize and Share Success
Now that you’ve encountered success along your problem solving path, it is time to set the new processes as the new standard within the organization and share them throughout the organization. It is also a good time to reflect on what you’ve learned and address any possible unresolved issues or troubles you have along the way. Ignoring unresolved issues will only lead to more problems down the road.
The project method is a medium of instruction which was introduced during the 18th century into the schools of architecture and engineering in Europe when graduating students had to apply the skills and knowledge they had learned in the course of their studies to problems they had to solve as practicians of their trade, for example, designing a monument, building a steam engine.[1] In the early 20th Century, William Heard Kilpatrick[2] expanded the project method into a philosophy of education. His device is child-centered and based in progressive education. Both approaches are used by teachers worldwide to this day.[3] Unlike traditional education, proponents of the project method attempt to allow the student to solve problems with as little teacher direction as possible. The teacher is seen more as a facilitator than a deliver of knowledge and information.
Students in a project method environment should be allowed to explore and experience their environment through their senses and, in a sense, direct their own learning by their individual interests. Very little is taught from textbooks and the emphasis is on experiential learning, rather than rote and memorization. A project method classroom focuses on democracy and collaboration to solve “purposeful” problems.
Kilpatrick devised four classes of projects for his method: construction (such as writing a play), enjoyment (such as experiencing a concert), problem (for instance, discussing a complex social problem like poverty), and specific learning (learning of skills such as swimming).
Q.3 What are the steps and characterizes in curriculum planning?
ANS
Curriculum design protocols are similar regardless of content area. Here is a six-step approach to the process:
- Establish a value base for the program.
- Develop a conceptual framework.
- Determine program goals.
- Design the program.
- Establish program assessment procedures.
- Implement the program.
These six steps have been used for many years, both in education and in business and industry, and they are a commonly accepted way of doing what has come to be known as strategic planning. The process of strategic planning is simply a means of organizing a new program and putting it into action. Each step is discussed in the following subsections.
The idea of curriculum planning seems overwhelming. There are so many moving parts and spinning pieces that it seems complicated. However, the key to successful curriculum planning is in the very name: planning.
Curriculum planning becomes easier if these five steps are planned for.
Step 1: Who?
The first step to curriculum planning is identifying the learners. Identifying the learners helps you plan the curriculum to meet their needs. For example, beginning data science students need a slower pace and a focus on important terms. In contrast, advanced data science students feel more comfortable applying theories to problems. Knowing how to meet learners’ needs will shape the pacing and content of the curriculum.
Step 2: Where?
Where learners experience the lessons is decided mostly by who they are as learners. Adult learners with full-time jobs might prefer taking courses online. On the other hand, high school students taking advanced credit classes may find face-to-face classes more convenient. An instructional designer like A Pass Education can help make an informed decision. In addition, the instructional designer can answer additional questions about delivery and strategize course elements.
Step 3: What?
The next element is learner outcomes, or what the learners will know after completing the curriculum. These goals should be concrete and easy to measure. An outcome that says “Learners will understand basic concepts” is too vague. Instead, a concrete and measurable outcome for this same goal might be “Learners will identify and explain in their own words ten basic concepts described in given scenarios.”
Step 4: Why?
The reason for learning a specific idea or skill is at the heart of curriculum planning. Just like the learner outcomes, the reasons behind them should be concrete. For instance, learners need to know how to apply data science terms so they can communicate ideas to other data scientists. If the reason for a learner outcome is not clear, then it needs to be revisited. On the other hand, one learner outcome can have several reasons.
Step 5: When?
In terms of curriculum planning, “when” refers to the order of lessons. In other words, how will lessons build on each other? This is where the science of curriculum planning becomes an art. The order of lessons considers what learners already know and what they will need to know. Sometimes the learner needs to learn multiple concepts at once before moving to the next point. These have to be organized carefully so the learner moves efficiently through the course.
Final Thought
Though curriculum planning can be challenging when looked at as a whole, it is much easier when broken into these five steps. Sometimes it is helpful to have an expert like A Pass Education help with any curriculum planning. However, anyway it is done, planning in steps will make it easier.
Q.4 What is the role of psychology and sociology in curriculum development?
ANS
Psychology in general and educational psychology in particular contributes to appropriate decision making in curriculum regarding selection and organization of appropriate objectives, learning experiences and methods of evaluation as well as decisions regarding the scope of the curriculum.
Psychologically, students’ self-development is based on affective, cognitive, and psychomotor abilities. This ability can be seen in the development of attitudes, motivation, behavior, and other components. The learning component is a process from input to output. Then, the use of the curriculum as a framework for the flow of inputs to the output or good results requires the nature of psychology.
The curriculum that is currently being developed is a competency-based curriculum. Competence aims to develop capabilities in skills, knowledge, and reflection in thinking and acting. The habit of thinking and acting with consistent self-reflection allows the formation of a superior and competent students.
The role of psychology in the learning system
Associated with psychological theories that affect a person in behaviour, psychology also influences the learning system in the world of education positively. Students become serious about learning when the psychological response is guided by the teacher well. In addition, the process of understanding a topic’s learning becomes easier by solving the learning problems experienced. The desire becomes higher with the psychological approach of the teacher with pleasant interaction and communication.
Besides, educational psychology has also given birth to the principles of learning as described by Sudirwo:
– A person who learns must have a goal.
– Goals are born of needs, not coercion
– Must be willing to experience some difficulties.
– Learning is proven by behavior change.
– Learning requires insight into what must be learned and understood.
– Someone needs guidance.
– Exams need to be done but are preceded by understanding.
The role of psychology in the assessment system
Psychology has also given its role in the scoring system. For example, an educator can use a psychological test to find out the level of intelligence of students, aptitude tests from https://sinarmas88.win/ to find out potential talents contained in students so that it is easier to provide guidance in helping develop the students’ self-potential.
Sociology and Curriculum Among the major foundations of curriculum development, the sociological theory emphasizes the influence of society to education. It is founded on the belief that there is a mutual and encompassing relationship between society and curriculum because it exists within the societal context.
Sociology is the study of social behaviour or society, including its origins, development, organization, networks, and institutions. Educational sociology is a branch of sociology, which is confronted with the problems of relationship between society and education. It makes an effort to achieve the aims of sociology through educational process, which is nothing but an interaction between the individual and the society. Society has its own expectations about the aims and objectives that should be considered when designing the curriculum. It also has a perception of what the product of the school system should look like. It is therefore necessary for curriculum designers to take into account these societal considerations.
Curriculum development is defined as planned, a purposeful, progressive, and systematic process to create positive improvements in the educational system. Every time there are changes or developments happening around the world, the school curricula are affected. There is a need to update them to address the society’s needs. Curriculum development has a broad scope because it is not only about the school, the learners, and the teachers. It is also about the development of society in general. In today’s knowledge economy, curriculum development plays a vital role in improving the economy of a country. It also provides answers or solutions to the world’s pressing conditions and problems, such as environment, politics, socio-economics, and other issues of poverty, climate change, and sustainable development.
Educational significance
Education is not mere schooling or instruction imposed by the elders on the younger ones. It is equivalent to the development of character or personality by means of the social life of education institutions. The social life includes all kinds of out-of-class activities. Man acquires experience throughout his life. This acquisition of experience is education. This process of acquiring experience is a social process and it is related to and influenced by social factors. Education is thus a social process and its function is not only to preserve the social heritage but also to enrich it. Learning is the result of social interaction and social motivation. Education helps to develop this social self so that an individual may become an effective and useful member of the society. Education is a process of directed learning. Education sociology focuses upon the social forces through which the individual gains experience.
Sociology and education are closely related to each other. Whenever we speak of sociology, education system and schools have been studied as social phenomena. Thus the sociology changes affected social foundations of curriculum. Social foundations of curriculum are different considering attitudes of community planners toward society and the role of education in the engagement of these two subjects.
The Sociological Aspects of Curriculum Development
- Issues from society including groups and institutions in the culture and their contribution to education
- Refers to issues from society that have an influence on curriculum.
There are many aspects of the society that need consideration in curriculum making. These include:
- Social change
- Transmission of culture
- Social problems as issues for curriculum
- Economic issues
- Technology
- Home/family
- Technology
- Diversity
- Environment
- Political factors
- Church/ Mosque
Q.5 Enlist and explain philosophical categories that have particular relevance for curriculum development.
ANS
Psychological influences of curriculum can best be understood through theories of learning. These theories of learning are classified into three broad categories as follows: Behavioural learning, cognitive and developmental learning and humanistic learning theories.
The four foundations of curriculum include philosophical, historical, psychological, and social impacting education in our past and present day educational system. Each of the four major foundations has played a significant role in curriculum development, instructional practices and curriculum development.
Educational Psychology as a discipline advances principles of teaching and learning that influence teacher-student behavior within the context of the curriculum. This is because psychology is the unifying element in the learning process. For example John Dewey, a renowned educationist acknowledges that psychology is the understanding of how the individual learner interacts with objects and persons in the environment. The quality of this interaction determines the amount and type of learning.
Psychology in general and educational psychology in particular contributes to appropriate decision making in curriculum regarding selection and organization of appropriate objectives, learning experiences and methods of evaluation as well as decisions regarding the scope of the curriculum.
Educational Significance
The aim of education is growth or development, both intellectual and moral. Ethical and psychological principles can aid the school in the greatest of all constructions: the building of a free and powerful character.
Only knowledge of the order and connection of the stages in psychological development can insure this.
- a) Age and abilities of the learners affects their readiness to learn
Educators should match curricula to the level of children’s mental abilities. Learning experiences should be developmental appropriate and the curriculum materials should be introduced only after the learner has attained the level of mental ability needed to master them. This means that the curriculum must be studied and analyzed to determine the level of mental ability that is required to comprehend them. This is because learning involves assimilation of new experiences with prior experiences.
In language classrooms, the teachers should assess learner’s readiness to read and write. The learner’s readiness to read is determined by his/her success in listening and speaking skills. The learner’s readiness to write is also dependent on his/her ability to read. The development of these language skills occurs according to the learner’s stage of development.
- b) Understand that all humans pass through stages of development. The students are in their various stages of development and thus teachers should be patient with the
- c) Respect individual differences based on developmental stages. Different individuals progress differently in their stages of development. Students should thus not be compared.
- d) Be aware of the strengths and limitations of learners at different stages of development. This way the teachers can guide the learners on how to deal with the developmental issues detected.
The curriculum should equip students with the knowledge, skills, values and disposition that they will find useful both inside and outside the school. One way of achieving this is by choosing learning experiences that are interesting to students because they allow students to be much more involved in the learning process and to be more enthusiastic about being in school
Description of the Topic
Psychological influences of curriculum can best be understood through theories of learning. These theories of learning are classified into three broad categories as follows: Behavioural learning, cognitive and developmental learning and humanistic learning theories.
Behavioral learning theories
The proponents of Behavioral learning theories include Thorndike, Skinner and Pavlov. Behaviorism is a philosophy of psychology based on the proposition that all things that organisms do like acting, thinking and feeling can and should be regarded as behaviors. According to the behavioral theory, learning involves alterations or modifications in behavior. Behaviourists emphasize on the learners active engagement and reinforcements and rewards that encourage continuing effort over time. Behaviorists believe that what one learns is influenced by the environment. Some of the principles that govern the teaching and learning process under the behavioral learning theories are: