This paper describes some of the merits of using algebra systems in teaching physics courses. Various applications of computer algebra systems to the teaching of physics are given. Physicists started to apply symbolic computation since their appearance and, hence indirectly promoted the development of computer algebra in its contemporary form. It is therefore fitting that physics is once again at the forefront of a new and exciting development: the use of computer algebra in teaching and learning processes. Computer algebra systems provide the ability to manipulate, using a computer, expressions which are symbolic, algebraic and not limited to numerical evaluation. Computer algebra systems can perform many of the mathematical techniques which are part and parcel of a traditional physics course. The successful use of the computer algebra systems does not imply that the mathematical skills are no longer at a premium: such skills are as important as ever. However, computer algebra systems may remove the need for those poorly understood mathematical techniques which are practiced and taught simply because they serve as useful tools. The conceptual and reasoning difficulties that many students have in introductory and advanced physics courses is well-documented by the physics education community about. Those not stemming from students' failure to replace Aristotelean preconceptions with Newtonian ideas often stem from difficulties they have in connecting physical concepts and situations with relevant mathematical formalisms and representations, for example, graphical representations. In this context, a computer algebra system provides a better tool which is both powerful and easy to use. Their appropriate use can therefore be an important aid in the training of better physicists and engineers. In this presentation we will discuss ways in which computer algebra systems like Maple, Mathcad, Macsyma or Mathematica can be used, by instructors and by students, to help students make these connections and to use them once they are made. Benefits that accrue to upper-class students able to make effective use of a computer algebra systems provide a further rationale for introducing student use of these systems into our courses for those who plan to major in physics or other technical fields.

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He hold a PhD in Physics and the other in Power Engineering. Dr. Belu published over 55 papers in referred journals and conference proceedings. His research interests include power engineering, atmosphere physics, radar and remote sensing, physics and engineering education.

Scientific research is becoming unthinkable without computing. The ubiquity of computerized instrumentation and detailed simulations generates scientific data in volumes that no longer can be understood without computation. Computational physics is a rapidly growing subfield of physics and computational science in large part because computers can solve previously intractable problems or simulate natural processes that do not have analytic solutions. One can easily argue that all graduates of science or engineering programs should have the opportunity to develop good computing skills by the time they complete their studies. However, the depth and range of skills needed varies considerably -even in a single discipline such as physics. Moreover, the interests, backgrounds, and abilities of students taking physics courses vary widely, whereas the number of instructors with scientific computing skills has been rather limited. Providing appropriate courses and instruction in computational physics for such diverse student population is a challenge. On the other hand, computational physics provides exciting teaching opportunities that can complement traditional methods of teaching in the lecture or the laboratory. We use a laboratory project-based approach, where the students are learning by doing. The course is divided into two sections, lecture and laboratory session. During the laboratory session, the students work at mid-term and final projects, while the lecture the programming, numerical and computational techniques and methods are discussed. The usefulness of this approach is evaluated by surveys conducted every semester, and feedback from other educators is highly appreciated.