Paper Title
Physics Classes Some Popular Trends

Teaching experience should take into account some aspects of languages in physics classes. The examples that we choose are the excellent classes of our academic year, they represent many classes, I record from a research point of view valid and planning results that they are more worthy. This research paper will be based on examples taken from classes of 8 student teachers/girls whose names have been changed - Tariq, Nusrat, Priyanka, Urvashi, Nazam, Amina, Hamid and Shadab. The subjects taught by him are as follows: Tariq - Newton's Third Law (Class 9), Nusrat - Sound (Class 8), Priyanka – Vetjapadah Anjamatpanse Padjav Hatwanche (Class 6), Urvashi - Graphical Representation of Motion (Class 7), Nazam - Archimedes' Principle (Class 9), Amina- Newton's Second Law (Class 9), Hamid- Law of Reflection of Light (Class 8) and Shadab- Archimedes' Principle (Class 9). Following are some of the prevalent trends in languages used in physics classes; The basic contradiction: Chee (1992) made an important point that all perceptions of the world can be mainly divided into three categories – substance, process and mental state. There can be things as well as matter. Processes consist of methods, events, and restricted interactions. Mental states can be of two types - emotional (eg fear) and voluntary (eg longing). Chi attributed students' difficulties in understanding physics to a misclassification of concepts and focused primarily on two categories—matter and processes. Brooks (2006) expanded this classification by stating that mental states are a subset of a broader category of 'states'. 'Condition' can be of two types - mental or physical. Physical state can also have two types of elements - physical properties of objects (mass, charge etc.) and state variables (eg momentum, position etc.). The trouble arises when we categorize components of one element category into another category, such as placing processes into the category of physical substances. Force is an interaction but if considered as a substance it can give rise to many alternative concepts. For example, force is a substance applied to an object by an object that causes it to move. Once the force is completely consumed, the object stops. Similarly, using heat as a noun is also inappropriate. Correct metaphysical categorization of a concept is tantamount to understanding that concept. In this paper, we present “Physics Classes Some Popular Trends”.Our sample consisted of 8 students. Example 1 Hamid is a Post Graduate in Physics. In class he shows interest in physics. He articulates his point in Hindi very clearly. Based on my experience of one and a half years I can say that he has a deep grasp of basic concepts. He is teaching the class the laws of reflection. Some of the sentences used by him are as follows: "Light is a medium for seeing things." "Light is invisible." He then points the laser light at the mirror and says, "We sprinkle dust particles in its path to suppress the snake." This conversation encourages us to think: 'Does it make sense to call light a medium in this context?' What do we mean by seeing? What did you see when the dust particles were sprinkled, the light or the dust particles? Because the path of light can only be guessed. Obviously, we cannot see light as physical objects. That is, there must be an object of a certain size, which subtends the angle at our eyes. But still we can feel the light. Hence the discussion of the word 'seeing' could help in understanding the nature of light. Example 2 Shadab B.Ed. He is a diligent student. He is a post graduate in Physics. He is trying to explain Archimedes' principle to his eighth grade students. He asks the children if they have noticed that things feel lighter in water. When some children answer yes, it prompts them to think, Why did this happen? Have you ever wondered... Not getting a satisfactory answer, he begins an activity in which he shows how the weight of a potato is different in and out of water and then explains Archimedes' principle. Keywords - Language, Linguistics, Literature and Culture, Ethnography, Physics, Higher Education, Popular Trends.