Science (from Latin: scientia meaning "knowledge") is a systematic enterprise that builds and organizes knowledge in the form

of testable explanations and predictions about the world.[1][2][3][4] An older and closely related meaning still in use today is that of Aristotle, for whom scientific knowledge was a body of reliable knowledge that can be logically and rationally explained (see "History and etymology" section below).[5] Since classical antiquity science as a type of knowledge was closely linked to philosophy. In the early modern era the two words, "science" and "philosophy", were sometimes used interchangeably in the English language. By the 17th century, "natural philosophy" (which is today called "natural science") had begun to be considered separately from "philosophy" in general.[6][7] However, "science" continued to be used in a broad sense denoting reliable knowledge about a topic, in the same way it is still used in modern terms such as library science or political science. In modern use, science is "often treated as synonymous with natural and physical science, and thus restricted to those branches of study that relate to the phenomena of the material universe and their laws, sometimes with implied exclusion of pure mathematics. This is now the dominant sense in ordinary use."[8] This narrower sense of "science" developed as a part of science became a distinct enterprise of defining "laws of nature", based on early examples such as Kepler's laws, Galileo's laws, and Newton's laws of motion. In this period it became more common to refer to natural philosophy as "natural science". Over the course of the 19th century, the word "science" became increasingly associated with the disciplined study of the natural world including physics, chemistry, geology and biology. This sometimes left the study of human thought and society in a linguistic limbo, which was resolved by classifying these areas of academic study as social science. Similarly, several other major areas of disciplined study and knowledge exist today under the general rubric of "science", such as formal science and applied science.[9] The history of science is the study of the historical development of human understandings of the natural world. Until the late 20th century the history of science, especially of the physical and biological sciences, was seen as a narrative celebrating the triumph of true theories over false. Science was portrayed as a major dimension of the progress of civilization. In recent decades, postmodern views, especially influenced by Thomas Kuhn, The Structure of Scientific Revolutions (1962), the history is seen in terms of competing paradigms or conceptual systems battling for intellectual supremacy in a wider matrix that includes intellectual, cultural, economic and political themes outside pure science. New attention is paid to science outside the context of Western Europe. Science is a body of empirical, theoretical, and practical knowledge about the natural world, produced by researchers making use of scientific methods, which emphasize the observation, explanation, and prediction of real world phenomena by experiment. Given the dual status of science as objective knowledge and as a human construct, good historiography of science draws on the historical methods of both intellectual history and social history. Tracing the exact origins of modern science is possible through the many important texts which have survived from the classical world. However, the word scientist is relatively recentfirst coined by William Whewell in the 19th century. Previously, people investigating nature called themselves natural philosophers. While empirical investigations of the natural world have been described since classical antiquity (for example, by Thales, Aristotle, and others), and scientific methods have been employed since the Middle Ages (for example, by Ibn al-Haytham, Abu Rayhan al-Biruni and Roger Bacon), the dawn of modern science is generally traced back to the early modern period, during what is known as the Scientific Revolution that took place in 16th and 17th century Europe. Scientific methods are considered to be so fundamental to modern science that some especially philosophers of science and practicing scientists consider earlier inquiries into nature to be pre-scientific. Traditionally, historians of science have defined science sufficiently broadly to include those inquiries.[1] The first computers were people! That is, electronic computers (and the earlier mechanical computers) were given this name because they performed the work that had previously been assigned to people. "Computer" was originally a job title: it was used to describe those human beings (predominantly women) whose job it was to perform the repetitive calculations required to compute such things as navigational tables, tide charts, and planetary positions for astronomical almanacs. Imagine you had a job where hour after hour, day after day, you were to do nothing but compute

multiplications. Boredom would quickly set in, leading to carelessness, leading to mistakes. And even on your best days you wouldn't be producing answers very fast. Therefore, inventors have been searching for hundreds of years for a way to mechanize (that is, find a mechanism that can perform) this task. The abacus was an early aid for mathematical computations. Its only value is that it aids the memory of the human performing the calculation. A skilled abacus operator can work on addition and subtraction problems at the speed of a person equipped with a hand calculator (multiplication and division are slower). The abacus is often wrongly attributed to China. In fact, the oldest surviving abacus was used in 300 B.C. by the Babylonians. The abacus is still in use today, principally in the far east. A modern abacus consists of rings that slide over rods, but the older one pictured below dates from the time when pebbles were used for counting (the word "calculus" comes from the Latin word for pebble). HISTORY OF COMPUTERS. The development of the modern day computer was the result of advances in technologies and man's need to quantify. Papyrus helped early man to record language and numbers. The abacus was one of the first counting machines.. Some of the earlier mechanical counting machines lacked the technology to make the design work. For instance, some had parts made of wood prior to metal manipulation and manufacturing. Imagine the wear on wooden gears. This history of computers site includes the names of early pioneers of math and computing and links to related sites about the History of Computers, for further study. This site would be a good Web adjunct to accompany any book on the History of Computers or Introduction to Computers. The "H" Section includes a link to the History of the Web Beginning at CERN which includes Bibliography and Related Links. Hitmill.com strives to always include related links for a broader educational experience. The material was originally divided into Part 1 & Part 2 Scientific method refers to a body of techniques for investigating phenomena, acquiring new knowledge, or correcting and integrating previous knowledge.[1] To be termed scientific, a method of inquiry must be based on gathering empirical and measurable evidence subject to specific principles of reasoning.[2] The Oxford English Dictionary says that scientific method is: "a method of procedure that has characterized natural science since the 17th century, consisting in systematic observation, measurement, and experiment, and the formulation, testing, and modification of hypotheses."[3] Although procedures vary from one field of inquiry to another, identifiable features distinguish scientific inquiry from other methods of obtaining knowledge. Scientific researchers propose hypotheses as explanations of phenomena, and design experimental studies to test these hypotheses via predictions which can be derived from them. These steps must be repeatable, to guard against mistake or confusion in any particular experimenter. Theories that encompass wider domains of inquiry may bind many independently derived hypotheses together in a coherent, supportive structure. Theories, in turn, may help form new hypotheses or place groups of hypotheses into context. Scientific inquiry is generally intended to be as objective as possible, to reduce biased interpretations of results. Another basic expectation is to document, archive and share all data and methodology so they are available for careful scrutiny by other scientists, giving them the opportunity to verify results by attempting to reproduce them. This practice, called full disclosure, also allows statistical measures of the reliability of these data to be established. The Scientific Process Scientists make progress by using the scientific method, a process of checking conclusions against nature. After observing something, a scientist tries to explain what has been seen. The explanation is called an hypothesis. There is always at least one alternative hypothesis. A part of nature is tested in a "controlled experiment" to see if the explanation matches reality. A controlled experiment is one in which all treatments are identical except that some are exposed to the hypothetical cause and some are not. Any differences in the way the treatments behave is attributed to the presence and lack of the cause.

If the results of the experiment are consistent with the hypothesis, there is evidence to support the hypothesis. If the two do not match, the scientist seeks an alternative explanation and redesigns the experiment. When enough evidence accumulates, the understanding of this natural phenomenon is considered a scientific theory. A scientific theory persists until additional evidence causes it to be revised. Nature's reality is always the final judge of a scientific theory.

Scientific Skills. ________________________________________ The environmental technology is an important tool for making progress towards the environmental sustainability. The environmental technology is the field addressed by the members within the association. This term describes all activities relating to the interaction between industrial activities and the environment. It does not represent a scientific field nor a technological or engineering sector. It does describe concisely a scale of approach, methods and techniques which can be applied to a large variety of environmental needs like the control and treatment of pollution, waste management. The expertise of ENERO in environmental science and technology is wide ranging and covers: Pollution control (air, water, soil) Toxicology and ecotoxicology Energy and environment Waste elimination, treatment and management Biological processes and bioproducts Clean technologies Environmental auditing and ecobalances Technical preparation of standards and regulations Risk assessment and management Health and Environment Through this wide ranging expertise, ENERO is able to promote the concept of sustainable development. With time, the expertise of ENERO in environmental science and technology has evolved, and some members have joined or left the network, depending of their national research strategies and subsequent public funding resources. New research topics have been developed, like environment and health, risk management of emerging technologies like nano-materials or new energy vectors like hydrogen, around a core of expertise remaining basically the reference for excellence since 15 years. Scientific attitude is really a composite of a number of mental habits, or of tendencies to react consistently in certain ways to a novel or problematic situation. These habits or tendencies include accuracy, intellectual honesty, openmindedness, suspended judgment, criticalness, and a habit of looking for true cause and effect relationships. It is a cognitive concept; scientific attitudes are normally associated with the mental processes of scientists. 1. A scientist must be curious about the world

Example: Galileo Galileo's curiosity about the heavenly bodies made him the first person to use a telescope to study the moon, the sun, the planets and the stars. 2. A scientist is logical and systematic Example: Among the reasons why Gregor Mendel discovered the principles of heredity when others have failed was his logical experimental methods and his careful and accurate record keeping. 3. A scientist is open-minded and free of bias Example: An open-minded person is one who can modify plans or discard hypotheses if necessary. One such person was Johannes Kepler who was hired to develop evidence that planets moved along perfect circles. 4. A scientist is intellectually honest Example: Isaac Newton built his laws of motion on the previous work of Galileo and others. 5. A scientist works hard and is persistent Example: Marie Curie was the first person ever to be awarded the Nobel Prize twice. It was not surprising considering how hard she worked. 6. A scientist does not jump to conclusions Example: John Dalton's atomic theory was backed by experimental evidence. He was not the first to propose that the atom was the smallest particle of matter, but he was the first to use experimental evidence to support his theory. 7. A scientist is a creative and critical thinker Example: Albert Einstein was able to derive his theory of relativity because he went beyond what was given and known at that time. He saw links and connections where others did not. He looked at things from different perspectives. 8. A scientist is rational 9. A scientist is willing to suspend judgment until he is sure of his results 10. A scientist tries new approaches to arrive at solutions Scientific Attitudes What attitudes do scientists manifest when engaged in an inquiry or investigation? Below are list of scientific attitudes that are qualities of scientists: 1. Beliefs. A scientist believes that everything that happens in this world has a cause or reason. 2. Curiosity. A scientist shows interest and pays particular attentions to objects or events. He asks questions and seeks answers. 3. Objectivity. A scientist is objective if he does not allow his feelings and biases to influence his recording of observations, interpretation of data, and formulation of conclusions. 4. Critical-mindedness. A scientist bases suggestions and conclusions on evidences. When in doubt, he questions the veracity of a statement in relation to the evidences presented. 5. Open-mindedness. A scientist listens to and respects the ideas of others. He accepts criticism and changes his mind if reliable evidence contrdicts his believes. 6. Inventiveness. A scientist can generate new and original ideas. 7. Risk-taking. A scientist expresses his opinions and tries new ideas even at the risk of failure or criticism.

8. Intellectual honesty. A scientist gives a truthful report of observations. He does not withhold important information just to please himself or others. 9. Humility. A scientist is humble when he admits that he is not free from commiting errors. He recognizes that there may be better ideas and realizes that there are individuals whom he may have to consult to arrive at correct observations and conclusions. 10. Responsibility. A scientist actively participates in a task and also dutifully performs tasks assigned to him. Many scientists have devoted their lives to understanding many aspects of light and energy. What is light and how does it transfer energy from the Sun to the Earth and from Earth to outer space? What is the Earth's radiation budget and how does the radiation budget help us understand the Earth's climate? How do people influence the radiation budget and how important is that influence compared with other things that cause changes? Here are some of the scientists who have contributed to our understanding of the answers to these questions. The Earth Observatory has information on other prominent scientists. Svante Arrhenius - a scientist who provided the first written explanation of why the Earth's surface is as warm as it is and suggested that thinking of the Earth's atmosphere as a greenhouse was useful. Robert Cess - a professor widely recognized as providing an understanding of how water vapor, carbon dioxide, and clouds influence the radiation budget. Jule Charney - considered the father of numerical weather prediction. His contributions to planetary wave theories provide the modern-day dynamical foundation for understanding general circulation and weather forecasting. Marie Curie - a famous scientist best known for her discovery of radioactivity, and was also the first woman to win a Nobel prize. Albert Einstein - showed that light could also be described as particles that carry energy from one place to another. Benjamin Franklin - researched that white cloth absorbs less sunlight than dark cloth and suggested that people should wear light colors to keep cool in the summer. Samuel Pierpont Langley - the third secretary of the Smithsonian Institution, developed one of the first instruments which measured the amount of energy radiated by the Sun. James Clerk Maxwell - showed that light was made of alternating electric and magnetic fields and that light, radio and television waves were the same kind of natural phenomenon. Max Planck - provided a theory that can be used to calculate how much light energy an object emits at a given temperature. Roger Revelle - an oceanographer who determined that the oceans could not continue to absorb carbon dioxide from burning oil and coal. Such practices would increase the greenhouse effect. Karl Schwarzschild - an astronomer who demonstrated that light flowing through the outer layers of the Sun determines the temperature there - laying the ground work for remote sensing the Earth's atmosphere and for understanding temperatures in the stratosphere. Measurement is the process or the result of determining the magnitude of a quantity, such as length or mass, relative to a unit of measurement, such as a meter or a kilogram. The word measurement stems, via the Middle French term mesure, from Latin mensura, and the verb metiri.[1] Metrology is the science of measurement.

Basic Units ________________________________________ Every idea in physics is explained in terms of fundamental ideas called "Basic Units." Basic Units are used to derive, "Derived Units". Derived Units obtain their meaning from the original definitions of the Basic Units. Therefore, the definitions of Basic Units are the source of all knowledge in physics. ________________________________________ SI Basic Units Currently scientist use 7 SI Basic Units. They are: SI BASIC UNITS Quantity Name Symbol 1 length meter m 2 mass kilogram kg 3 time second s 4 electric current Ampere A 5 thermodynamic temperature Kelvin K 6 amount of substance mole mol 7 luminous intensity candela cd ________________________________________ Nordberg Basic Units I am advocating that the scientific community adopt a new set of Basic Units. I believe they will allow the Grand Unification of physics. They are: NORDBERG BASIC UNITS Quantity Name Symbol 1 length meter m 2 electrical field strength charge q 3 motion second s

Scientific notation, also known as standard form or as exponential notation, is a way of writing numbers that accommodates values too large or small to be conveniently written in standard decimal notation. Scientific notation has a number of useful properties and is commonly used in calculators, and by scientists, mathematicians, doctors, and engineers. In scientific notation all numbers are written like this: ("a times ten to the power of b"), where the exponent b is an integer, and the coefficient a is any real number (but see normalized notation below), called the significand or mantissa (though the term "mantissa" may cause confusion as it can also refer to the fractional part of the common logarithm). If the number is negative then a minus sign precedes a (as in ordinary decimal notation). Ordinary decimal notation Scientific notation (normalized) 300 3102 4,000 4103

5,720,000,000 0.0000000061

5.72109 6.110-9

The significant figures (also called significant digits) of a number are those digits that carry meaning contributing to its precision. This includes all digits except: leading zeros where they serve merely as placeholders to indicate the scale of the number. spurious digits introduced, for example, by calculations carried out to greater accuracy than that of the original data, or measurements reported to a greater precision than the equipment supports. The concept of significant digits is often used in connection with rounding. Rounding to n significant digits is a more general-purpose technique than rounding to n decimal places, since it handles numbers of different scales in a uniform way. For example, the population of a city might only be known to the nearest thousand and be stated as 52,000, while the population of a country might only be known to the nearest million and be stated as 52,000,000. The former might be in error by hundreds, and the latter might be in error by hundreds of thousands, but both have two significant digits (5 and 2). This reflects the fact that the significance of the error (its likely size relative to the size of the quantity being measured) is the same in both cases. Computer representations of floating point numbers typically use a form of rounding to significant digits, but with binary numbers. The term "significant digits" can also refer to a crude form of error representation based around significant-digit rounding; for this use, see Significance arithmetic. Physics (from Ancient Greek: f?s?? physis "nature") is a natural science that involves the study of matter[1] and its motion through spacetime, as well as all related concepts, including energy and force.[2] More broadly, it is the general analysis of nature, conducted in order to understand how the universe behaves.[3][4][5] Physics is one of the oldest academic disciplines, perhaps the oldest through its inclusion of astronomy.[6] Over the last two millennia, physics was a part of natural philosophy along with chemistry, certain branches of mathematics, and biology, but during the Scientific Revolution in the 16th century, the natural sciences emerged as unique research programs in their own right.[7] Certain research areas are interdisciplinary, such as biophysics and quantum chemistry, which means that the boundaries of physics are not rigidly defined. In the nineteenth and twentieth centuries physicalism emerged as a major unifying feature of the philosophy of science as physics provides fundamental explanations for every observed natural phenomenon. New ideas in physics often explain the fundamental mechanisms of other sciences, while opening to new research areas in mathematics and philosophy. Physics is also significant and influential through advances in its understanding that have translated into new technologies. For example, advances in the understanding of electromagnetism or nuclear physics led directly to the development of new products which have dramatically transformed modern-day society, such as television, computers, domestic appliances, and nuclear weapons; advances in thermodynamics led to the development of industrialization; and advances in mechanics inspired the development of calculus. Branches of physics While Physics deals with a wide variety of systems, there are certain theories that are used by all physicists. Each of these theories were experimentally tested numerous times and found correct as an approximation of Nature (within a certain domain of validity). For instance, the theory of classical mechanics accurately describes the motion of objects, provided they are much larger than atoms and moving at much less than the speed of light. These theories continue to be areas of active research; for instance, a remarkable aspect of classical mechanics known as chaos was discovered in the 20th century, three centuries after the original formulation of classical mechanics by Isaac Newton (16421727). These "central theories" are important tools for research into more specialized topics, and any physicist, regardless of his or her specialization, is expected to be literate in them.

* Astrophysics Astrophysics is the branch of astronomy that deals with the physics of the universe, including the physical properties (luminosity, density, temperature and chemical composition) of astronomical objects such as stars, galaxies, and the interstellar medium, as well as their interactions. * Atomic and molecular physics The study of the structure and characteristics of atoms and molecules. * Biophysics The science of the application of the laws of physics to life processes. * Condensed-matter (solid-state) physics The study of the physical properties of solids, such as electrical, dielectric, elastic, and thermal properties, and their understanding in terms of fundamental physical laws. * Cosmology The study of the universe as a whole, of the contents, structure, and evolution of the universe from the beginning of time to the future. * Geophysics the study of the physical characteristics and properties of the earth; including geodesy, seismology, meteorology, oceanography, atmospheric electricity, terrestrial magnetism, and tidal phenomena. * Mechanics the branch of physics concerned with the motion of bodies in a frame of reference. * Statistical Mechanics The discipline that attempts to relate the properties of macroscopic systems to their atomic and molecular constituents. * Theoretical physics Theoretical physics attempts to understand the world by making a model of reality, used for rationalizing, explaining, and predicting physical phenomena through a physical theory. * Thermodynamics The study of the effects of changes in temperature, pressure, and volume on physical systems at the macroscopic scale by analyzing the collective motion of their particles using statistics. There are many sub branches of physics too. In physics, motion is a change in position of an object with respect to time. Change in action is the result of an unbalanced force. Motion is typically described in terms of velocity, acceleration, displacement and time .[1] An object's velocity cannot change unless it is acted upon by a force, as described by Newton's first law. An object's momentum is directly related to the object's mass and velocity, and the total momentum of all objects in a closed system (one not affected by external forces) does not change with time, as described by the law of conservation of momentum. A body which does not move is said to be at rest, motionless, immobile, stationary, or to have constant (time-invariant) position. Motion is always observed and measured relative to a frame of reference. As there is no absolute frame of reference, absolute motion cannot be determined; this is emphasised by the term relative motion.[2] A body which is motionless relative to a given reference frame, is still moving relative to infinitely many other frames. Thus, everything in the universe is moving.[3]

More generally, the term motion signifies any temporal change in a physical system. For example, one can talk about motion of a wave or a quantum particle (or any other field) where the concept location does not apply. In physics, acceleration is the rate of change of velocity over time.[1] In one dimension, acceleration is the rate at which something speeds up or slows down. However, since velocity is a vector, acceleration describes the rate of change of both the magnitude and the direction of velocity.[2][3] Acceleration has the dimensions L T -2. In SI units, acceleration is measured in meters per second squared (m/s2). (The negative acceleration i.e. retardation, also have the same equation.) Proper acceleration, the acceleration of a body relative to a free-fall condition, is measured by an instrument called an accelerometer. In common speech, the term acceleration is used for an increase in speed (the magnitude of velocity); a decrease in speed is called deceleration. In physics, a change in the direction of velocity also is an acceleration: for rotary motion, the change in direction of velocity results in centripetal (toward the center) acceleration; whereas the rate of change of speed is a tangential acceleration. In classical mechanics, for a body with constant mass, the acceleration of the body is proportional to the net force nacting on it (Newton's second law): where F is the resultant force acting on the body, m is the mass of the body, and a is its acceleration. In physics, velocity is the measurement of the rate and direction of change in the position of an object. It is a vector physical quantity; both magnitude and direction are required to define it. The scalar absolute value (magnitude) of velocity is speed, a quantity that is measured in metres per second (m/s or ms-1) when using the SI (metric) system. For example, "5 metres per second" is a scalar and not a vector, whereas "5 metres per second east" is a vector. The average velocity v of an object moving through a displacement during a time interval (?t) is described by the formula: The rate of change of velocity is acceleration how an object's speed or direction changes over time, and how it is changing at a particular point in time. ????????. Physical education trends have developed recently to incorporate a greater variety of activities. Introducing students to lifetime activities like bowling, walking/hiking, or Frisbee at an early age can help students develop good activity habits that will carry over into adulthood. Some teachers have even begun to incorporate stress-reduction techniques such as yoga and deep-breathing. Teaching non-traditional sports to students may also provide the necessary motivation for students to increase their activity, and can help students learn about different cultures. For example, while teaching a unit about lacrosse (in, say, Arizona, USA), students can also learn a little bit about the Native American cultures of the Northeast and Eastern Canada, where lacrosse originated. Teaching non-traditional (or non-native) sports provides a great opportunity to integrate academic concepts from other subjects as well (social studies from the example above), which may now be required of many P.E. teachers. There are also many different models that have been created as of late that change the face of P.E. One example of this is the Health Club Model. Teaching with this model is very different from the "Organized Recess" of 20 or 30 years ago. Spun off the boom in the health club industry, a P.E. class provides many of the same "classes" that are found at a health club. Monday a student could be doing kickboxing, the next day is yoga, Wednesday the student is doing aerobics. This type of program provides a great variety of activity for students, a lot of high intensity exercise, and helps introduce these activities for use later in life. The Sports Education model is another example of a new model were the class is run like a sports league, with students taking the role of coaches, scorers, referees, and reporters as well as players. Using this model, students practice management skills, mathematics skills, and writing skill all while learning sports skills and being active.

Another trend is the incorporation of Health and Nutrition to the physical education curriculum. The Child Nutrition and WIC Re-authorization Act of 2004 required that all school districts with a federally funded school meal program develop wellness policies that address nutrition and physical activity.[2] While teaching students sports and movement skills, P.E. teachers are now incorporating short health and nutrition lessons into the curriculum. This is more prevalent at the elementary school level, where students do not have a specific Health class. Recently most elementary schools have specific health classes for students as well as physical education class. With the recent outbreaks of diseases such as swine flu, school districts are making it mandatory for students to learn about practicing good hygiene along with other health topics. Today many states require Physical Education teachers to be certified to teach Health also. Many colleges and Universities offer both Physical Education and Health as one certification. This push towards Health education, is beginning in the intermediate level, including lessons on bullying, self esteem and stress and anger management. In the United States, the physical education curriculum is designed to allow school pupils a full range of modern opportunities, dozens of sports and hundreds of carefully reviewed drills and exercises, including exposure to the education with the use of pedometer, GPS, and heart rate monitors, as well as state-of-the-art exercise machines in the upper grades. Some martial arts classes, like wrestling in the United States, and Pencak Silat in France, Indonesia and Malaysia, are taught to teach children self-defense and to feel good about themselves. The physical education curriculum is designed to allow students to experience at least a minimum exposure to the following categories of activities: aquatics, conditioning activities, gymnastics, individual/dual sports, team sports, rhythms, and dance. Students are encouraged to continue to explore those activities in which they have a primary interest by effectively managing their community resources. In these areas, a planned sequence of learning experiences is designed to support a progression of student development. This allows kids through 6th grade to be introduced to sports, fitness, and teamwork in order to be better prepared for the middle and high school age. In 1975, the United States House of Representatives voted to require school physical education classes include both genders.[3] Some high school and some middle school PE classes are single-sex. Requiring individuals to participate in physical education activities, such as dodge ball, flag football, and other competitive sports remains a controversial subject because of the social impact these have on young children. It is, however, important to note that many school budgets have seen cutbacks and in some cases physical education programs have been cut - leaving educators and students to address these needs in other ways. Objectives of Physical Education Physical education is part of most of the school and college curricula. Some of the important objectives of physical education include, the development of ones motor and social abilities, promoting the importance of physical fitness and encouraging the budding talents. Take a look at some of the main objectives of physical education. Physical education is an important part of every school curriculum and a class every pupil awaits. Physical education is that segment of the daily timetable that every student eagerly waits to attend, as it is the only official time when the students can be on the grounds, engaged in their favorite sports. One of the main objectives of physical education is to bring in this element of joy to the academic orientation of schools. Physical education aims at dedicating a daily time for some physical activity for the students. The physical training class, as it is also called, involves sports, games, exercise and most importantly, a break from the sedentary learning indoors. One of the other important objectives of physical education is to instill in the students the values and skills of maintaining a healthy lifestyle. Daily physical activity promotes an awareness of health and well being among students. It boosts them to engage in physical activities on a daily basis. It promotes them to lead a healthy life in adulthood.

Physical education classes constitute programs to promote physical fitness in students, train them in sports, help them understand rules and strategies in playing and teach them to work as a team. A very vital factor in physical education is to develop interpersonal skills in children. Sports aim at making them team players, developing a sportsman spirit in them and enhancing their competitive spirit. Sports that form a part of physical education classes help the students invest time in fruitful and competitive activities. Physical fitness comprises two related concepts: general fitness (a state of health and well-being) and specific fitness (a task-oriented definition based on the ability to perform specific aspects of sports or occupations). Physical fitness is generally achieved through correct nutrition, exercise, and enough rest. In previous years[when?], fitness was commonly defined as the capacity to carry out the days activities without undue fatigue. However, as automation increased leisure time, changes in lifestyles following the industrial revolution rendered this definition insufficient.[citation needed] These days, physical fitness is considered a measure of the bodys ability to function efficiently and effectively in work and leisure activities, to be healthy, to resist hypokinetic diseases, and to meet emergency situations. Physical fitness objectives and outcomes: Students will explain the benefits of exercise to their physical, mental, and social health. (Comprehension) Students will label and describe the components of physical fitness. (Knowledge, comprehension) Students will explain and apply the benefits of exercise to ones physical, mental, and social health. (Comprehension, application) Students will demonstrate and distinguish the difference between anaerobic and aerobic exercises. (Application, analysis) tudents will identify basic principles of exercise. (Comprehension) Students will discuss the importance of setting realistic fitness goals. (Comprehension) Students will practice and create realistic fitness program. (Application, synthesis) Students will describe the six basic measures of skills-related fitness. (Comprehension) Students will assess their abilities at each of the skills. (Evaluation) Students will differentiate lifestyle and sports activities. (Analysis) Students will describe most common injuries that occur during exercise. (Comprehension) Students will demonstrate and practice ways to avoid risk and injury during exercise. (Application) Students will practice treating minor injuries. (Application) Students will define the function of the skeletal system. (Knowledge) Students will describe the structure and function of bones. (Knowledge, comprehension) Students will compare the various types of joints. (Evaluation) Students will identify, choose, and arrange ways to care for the skeletal system. (Knowledge, comprehension, synthesis) Students will describe problems of the joints and bones. (Knowledge, comprehension) Objectives of Physical Education Physical education is part of most of the school and college curricula. Some of the important objectives of physical education include, the development of ones motor and social abilities, promoting the importance of physical fitness and encouraging the budding talents. Take a look at some of the main objectives of physical education.

Physical education is an important part of every school curriculum and a class every pupil awaits. Physical education is that segment of the daily timetable that every student eagerly waits to attend, as it is the only official time when the students can be on the grounds, engaged in their favorite sports. One of the main objectives of physical education is to bring in this element of joy to the academic orientation of schools. Physical education aims at dedicating a daily time for some physical activity for the students. The physical training class, as it is also called, involves sports, games, exercise and most importantly, a break from the sedentary learning indoors. One of the other important objectives of physical education is to instill in the students the values and skills of maintaining a healthy lifestyle. Daily physical activity promotes an awareness of health and well being among students. It boosts them to engage in physical activities on a daily basis. It promotes them to lead a healthy life in adulthood. Physical education classes constitute programs to promote physical fitness in students, train them in sports, help them understand rules and strategies in playing and teach them to work as a team. A very vital factor in physical education is to develop interpersonal skills in children. Sports aim at making them team players, developing a sportsman spirit in them and enhancing their competitive spirit. Sports that form a part of physical education classes help the students invest time in fruitful and competitive activities. One of the other important objectives of physical education is to inculcate in the minds of the students, the importance of personal hygiene and cleanliness. Physical education classes aim at teaching the students, the habits of personal cleanliness and the importance of the maintenance of personal hygiene in life. Physical education classes also impart sex-education to the students, help them clarify their doubts and find answers to all the questions that occur to their minds. The sports, which are a part of the physical education class, help in developing motor skills in children. The ability to hold a racket or a bat, the ability to catch a ball and the ability to swing a bat are some examples of the motor abilities that can develop with the help of sports. The physical activity that is involved in physical education helps the students in bringing discipline to body posture and body movements. Hitting a ball with a bat or a shuttle with a racket as also aiming a ball for a goal or catching it to get the opponent team out, are some of the commonly observed actions in sports and are extremely beneficial in improving hand-eye coordination. The very important objective of physical education is to encourage the upcoming sportsmen and women of the crowd. Physical education gives the budding sports people a platform to exhibit their talents. Those with a flair for sports get an opportunity to display their talent. Their small step on the school playground can eventually turn into a huge leap in the field of sports. Moreover, sports refresh the students' minds. Physical education class becomes enjoyable for the kids while proving helpful for their overall growth and development. Physical education is indeed one of the most fruitful activities of a school schedule.

COMPONENTS OF PHYSICAL FITNESS Health Related components: Those factors that are related to how well the systems of your body work . 1. Cardiovascular Fitness: The ability of the circulatory system (heart and blood vessels) to supply oxygen to working muscles during exercise.

2. Body Composition: The relative percentage of body fat compared to lean body mass (muscle, bone, water,etc) 3. Flexibility: The range of movement possible at various joints. 4. Muscular strength: The amount of force that can be produced by a single contraction of a muscle 5. Muscular endurance: The ability of a muscle group to continue muscle movement over a length of time.
Skill Related Components: Those aspects of fitness which form the basis for successful sport or activity participation. 1. Speed: The ability to move quickly from one point to another in a straight line 2. Agility: The ability of the body to change direction quickly 3. Balance: The ability to maintain an upright posture while still or moving 4. Coordination: Integration with hand and/or foot movements with the input of the senses. 5. Reaction Time: Amount of time it takes to get moving. 6. Power: The ability to do strength work at an explosive pace. 2. Physical fitness is the ability to function effectively throughout your workday, perform your usual other activities and still have enough energy left over to handle any extra stresses or emergencies which may arise. 3. The components of physical fitness are: 4. * Cardiorespiratory (CR) endurance - the efficiency with which the body delivers oxygen and nutrients needed for muscular activity and transports waste products from the cells. 5. * Muscular strength - the greatest amount of force a muscle or muscle group can exert in a single effort. 6. * Muscular endurance - the ability of a muscle or muscle group to perform repeated movements with a sub-maximal force for extended periods of times. 7. * Flexibility - the ability to move the joints or any group of joints through an entire, normal range of motion. 8. * Body composition - the percentage of body fat a person has in comparison to his or her total body mass. 9. Improving the first three components of fitness listed above will have a positive impact on body composition and will result in less fat. Excessive body fat detracts from the other fitness components, reduces performance, detracts from appearance, and negatively affects your health. 10. Factors such as speed, agility, muscle power, eye-hand coordination, and eye-foot coordination are classified as components of "motor" fitness. These factors most affect your athletic ability. Appropriate training can improve these factors within the limits of your potential. A sensible weight loss and fitness program seeks to improve or maintain all the components of physical and motor fitness through sound, progressive, mission specific physical training. 11. Article Source: http://EzineArticles.com/214948
Components of Physical Fitness

1. Cardio-respiratory Endurance Being able to do and continue physical activities involving the whole body for a long period of time. 2. Muscular Strength It is defined as the ability of the muscles to produce a persons ability to exert maximum force. 3. Flexibility It is the ability of the muscles to move joints with ease through the normal range of motion. 4. Speed The ability to perform a movement or cover a distance in a short period of time. 5. Power The ability to release maximum force very quickly. It is a combination of speed and strength. 6. Coordination The linking of the senses such as sight and hearing through the brain to different parts of the body to produce smooth, quick and efficiently controlled movement. 7. Balance The ability to remain stable even when moving 8. Agility The ability to move and change direction quickly. 9. Reaction time It is the amount of time it takes to make a physical response once you see the need to take action.

ANTHROPOMETRIC MEASUREMENT

Body Mass Index (Weight) Body Mass Index as stated earlier will help us to know the nutritional status of each student, whether they have normal weight are overweight or obese, or underweight or malnourished. The Body Mass Index is the sum total of your height and weight. Stature (Height) Accuracy in getting the height of each student is very important to be able to attain the correct Body Mass Index (BMI). This can be done with the aid of a tape measure. Measure the height of the student from the floor to the top of his head. Sitting Heights Sitting heights is the distance from the buttocks up to your head. Your sitting height can be measured while you are sitting. Your head, neck and the trunk are being measured.. Arm Span Arm span refers to the length of your arm from the tip of your right middle finger to the tip of your left middle finger which are extended at shoulder level against a firm wall. TEST FOR MUSCULAR FITNESS Partial Curl-Ups Partial Curl-ups is a test for abdominal muscle and good posture because the hips are properly aligned and the students does not experience back pain particularly at the lower back. Trunk Lift This test is performed to test the strength and flexibility of the extensor muscles of your lower back. Right Angle Push ups Right angle push -ups is a test for the upper body muscles and arm strength and endurance. FLEXIBILITY FITNESS Sit and Reach Sit and reach is a test for flexibility of the hamstring muscles (Back of the thigh). The purpose of this test is to determine a healthy back and prevent hyperextension of the knee.