1Department of Physics, Himachal Pradesh University, Shimla-171005, India
2Department of Physics, St. Bede's College Shimla, Himachal Pradesh-171002
3Department of Physics, Shoolini University, Solan-173212, India
In the last three decades rapid progress has been made in the field of information and communication technology. This has paved the way for using computers as a tool to do and appreciate physics by the students in an exploratory manner. However, if one looks at the scenario of using these tools of information and communication technology (ICT) for the benefit of students learning physics, via syllabi of various universities in the country at the undergraduate level, the picture is very dismal and no systematic pedagogy for introducing computational aspects of physics problems has been made in the country. In this paper, we shall present a survey of current situation at undergraduate level i.e. B.Sc. (three year degree course) and suggest strategies for making computational aspects of learning physics a part of curriculum, supplemented by computational laboratory for hands on experience. One such strategy implemented in B.Sc. curriculum in Himachal Pradesh University is discussed with well defined instructional objectives. The problems in implementing this strategy are also highlighted through screen cast tutorials.
Computational physics, physics curriculum, screen cast tutorials
