Unit 4-7 Past Papers PDF

Unit 4: Force, Work, Energy and Simple Machine Introduction Work is the mechanism through which energy is transferred from one system to another, enabling plays a central role in all phenomena. Simple machines, such as levers, pulleys, and inclined 4.1. At the end of this lesson, trainees will be...

Unit 4: Force, Work, Energy and Simple Machine Introduction Work is the mechanism through which energy is transferred from one system to another, enabling plays a central role in all phenomena. Simple machines, such as levers, pulleys, and inclined 4.1. At the end of this lesson, trainees will be able to: identify some misconceptions related to the concept of force and take corrective measures. teaching experience. Activity 1 38 Secondary School Physics Teachers on Job Training Module in literature are listed below. force always acts in the direction of motion the use of terms “force” and “weight” interchangeably topic. Have you properly understood the concept of force? Unit 4: Force, Work, Energy and Simple Machine 39 A force can act on a stationary object without changing its state of motion. It is important to understand that there are also non-contact forces such as electromagnetic forces, gravitational forces, and nuclear forces. The net force acting on an object is what determines its acceleration. Many people use the terms “force” and “weight” interchangeably, but they are not the same. Weight is a due to gravity. Some people may believe that force always acts in the direction of motion. In reality, a force can act in any direction relative to an object’s motion, affecting the object’s path and speed. Assessment Explain the different types of forces. Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. To know more about the concept of force, read grade 9 physics textbook. https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces- At the end of this lesson, trainees will be able to: measures. us start the session with your teaching experience. 40 Secondary School Physics Teachers on Job Training Module Activity 1 reported in literature are listed below. Heavier objects fall faster than lighter objects. Action and reaction forces cancel each other out An object moving in the direction of a net force must be speeding up In Activity 2, when the sinotrcuk and the automobile collide, the impact of the crash will be considerably greater for the automobile, because the mass of the sinotruck is so much larger, and therefore will take longer to stop. The seat belts are used to stop your body from moving forward in inertia and avoiding danger. Many people think that an object needs a constant force to keep moving. In reality, according to Newton’s upon by an external force. In reality, all objects in free fall accelerate at the same rate, regardless of their mass, when air resistance is negligible. Newton’s third law of motion states that for every action, there is an equal and opposite reaction. This does not mean the forces cancel each other out in terms of the motion of the object. For example, when you push against a wall, the wall pushes back with an equal force, but that doesn’t mean you don’t experience a force. This misconception is related to the assumption that an object moving in the direction of a force must be accelerating in that direction. However, an object could be moving in the direction of a net force and still be slowing down if the force is acting opposite to its velocity Unit 4: Force, Work, Energy and Simple Machine 41 Assessment A person is standing in an elevator that is initially at rest. The elevator starts to move upward with a constant acceleration. What happens to the apparent weight Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces- 4.3. At the end of this lesson, trainees will be able to: devise activities and strategies to help your trainees learn the concepts related to frictional force, identify some misconceptions related to the concept of force and take corrective measures, describe friction and how it opposes motion. session with your teaching experience. Activity 1 42 Secondary School Physics Teachers on Job Training Module Activity 3 that friction is caused by irregularities on the surfaces of objects. walls and ceilings because of the unique frictional properties in their feet. Activity 4 Activity 5 1. 2. Unit 4: Force, Work, Energy and Simple Machine 43 Activity 6 1. 2. Activity 7 Assessment objects have rougher surfaces or are heavier. Literature support the importance of linking the concept you teach to trainees real life scenarios so as to make the teaching and learning process more attractive and also understand the topic. Encourage the trainees to continue exploring the topic and to always be curious history have been made by people who were curious about why things worked the way they did. 44 Secondary School Physics Teachers on Job Training Module a fun and accessible way. videos for trainees who want to explore the topic in more depth. 4.4. At the end of this lesson, trainees will be able to: devise activities and strategies to help your trainees learn the concepts related to static equilibrium, Identify and analyze static equilibrium situations for objects in equilibrium in various physical situations, Identify some misconceptions related to the concept of force and take corrective measures. start the session with your teaching experience. Activity 1 Have you ever tried to balance on a curb or a tree limb or a bicycle? Was it hard? How did you stay on? People rely upon their sense of balance to keep from falling when they are standing or walking. Another word for balance is equilibrium. A massive frame hung on a wall using two cables Activity 3 Unit 4: Force, Work, Energy and Simple Machine 45 Thus, it is clear from the above examples that the objects which are at rest are termed to be in equilibrium and their expressions. Activity 4 1. 2. 3. a. b. 4. 5. Activity 5 1. 2. a. b. 46 Secondary School Physics Teachers on Job Training Module Assessment 1. 2. 3. Static equilibrium is a type of equilibrium that occurs when a body is at rest and there is no net force or net torque acting on it. zero. The second condition necessary to achieve equilibrium is that the net external torque on a system must be zero. Literature support the importance of linking the concept you teach to trainees real life scenarios so as to make the teaching and learning process more attractive and also understand the topic. Encourage the trainees to continue exploring the topic and to always be curious history have been made by people who were curious about why things worked the way they did. 4.5. At the end of this lesson, trainees will be able to: laws, corrective measures, design a 3D model to illustrate the motion of planets about the sun. experience. Unit 4: Force, Work, Energy and Simple Machine 47 Activity 1 Planetary orbits are perfect circles. Planets move at constant speeds throughout their orbits. Kepler’s laws apply only to Earth’s orbit around the Sun. illustrations. Kepler’s second law states that planets sweep out equal areas in equal times, implying that their speeds vary as they orbit the Sun. This misconception overlooks the concept of angular momentum conservation. Kepler’s laws of planetary motion apply to all planets in the solar system, as well as other celestial bodies orbiting around a central mass. While Kepler’s laws accurately describe the motion of planets in their orbits, they do not provide a complete explanation of the underlying mechanisms governing planetary motion. Kepler’s laws describe empirical observations rather than the fundamental causes of planetary motion. Assessment 48 Secondary School Physics Teachers on Job Training Module The orbits of planets around the Sun are perfect circles. The speed of a planet in its orbit around the Sun is constant. The square of a planet’s orbital period is proportional to the cube of its average distance from the Sun. A line drawn from the Sun to a planet sweeps out equal areas in equal times. Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. 4.6. At the end of this lesson, trainees will be able to: identify some misconceptions related to the law of universal gravitation and take corrective measures, Activity 1 them reported in literature are listed below. the strength of gravity acting on an object depends on its weight gravity requires physical contact between objects to exert a force Unit 4: Force, Work, Energy and Simple Machine 49 Newton’s law of universal gravitation states that gravity is a universal force that attracts all objects with mass toward each other. Gravity acts in all directions, not just downward. Weight is a measure of the gravitational force exerted on an object. Gravity itself does not depend on an object’s weight but rather on its mass and the distance between objects. While it is true that all objects fall at the same rate in a vacuum (as demonstrated by Galileo’s experiment with different masses), some trainees may incorrectly extend this idea to all situations. In reality, in the presence of air resistance, lighter objects may experience greater air resistance and fall more slowly than heavier objects. However, in the absence of air resistance, all objects fall at the same rate regardless of mass, as stated by the equivalence principle. Gravity is a non-contact force that acts over distances without direct physical contact between objects. It is the curvature of space-time caused by mass that governs the gravitational interaction between objects. response to the gravitational forces exerted by the moon and sun. Assessment change? Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. 50 Secondary School Physics Teachers on Job Training Module 4.7. At the end of this lesson, trainees will be able to: devise activities and strategies to teach to teach the concept of work, identify some misconceptions related to the concept of work and take corrective measures. experience. Activity 1 in literature are listed below. work is done whenever there is an expenditure of muscular effort work is related to the time spent doing a task moving an object a certain distance always involves work Have you properly understood the concept of work? Unit 4: Force, Work, Energy and Simple Machine 51 Therefore, if there is effort without movement (e.g., pushing against a wall), there is no work done. Work is independent of time; it’s only dependent on the force applied and the distance moved in the direction of the force Work is done only when there is displacement in the direction of the force. If there is no displacement, or if the displacement is perpendicular to the force, no work is done People sometimes believe that moving an object a certain distance always involves work. This is not true if there is no force applied in the direction of the movement. For example, if you carry a heavy object horizontally at a constant speed, no work is done in the physics sense, since the force (gravity) acts vertically and the displacement is horizontal. Assessment Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Perform force PHET experiment simulation using the following link so as to understand the concept of force in a better way. https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces- 4.8. At the end of this lesson, trainees will be able to: devise activities and strategies to teach to kinetic and potential energies, identify some misconceptions related to kinetic and potential energies and take corrective measures. 52 Secondary School Physics Teachers on Job Training Module Activity 1 Some of them reported in literature are listed below. kinetic and potential energies are the same concepts. scenarios about their relationship Have you properly understood the concept of force? It’s essential to emphasize that kinetic energy is associated with motion, while potential energy is associated with position or stored energy. Students may overlook the factors that affect kinetic and potential energies, such as mass, height, velocity, and gravitational acceleration. Reinforcing the importance of considering these factors when calculating or analyzing kinetic and potential energies can help address this misconception. Students may overlook the conversion between kinetic and potential energies in real-world scenarios. Emphasizing examples of energy transformation, such as a swinging pendulum or a bouncing ball, can help illustrate this concept. Students may confuse kinetic and potential energies with force, leading to misconceptions about their relationship. It’s essential to clarify that energy is a measure of the ability to do work, while force is a push or pull acting on an object. Unit 4: Force, Work, Energy and Simple Machine 53 Assessment changes as the object moves. Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Perform force PHET experiment simulation using the following link so as to understand the concept of force in a better way. https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces- 4.9. At the end of this lesson, trainees will be able to: devise activities and strategies to teach the concept of power, identify some misconceptions related to the concept of power and take corrective measures. teaching experience. Activity 1 Equating power with energy The belief that objects possess inherent power 54 Secondary School Physics Teachers on Job Training Module Activity 3 Have you properly understood the concept of power? While power does involve energy, they are distinct concepts. Energy refers to the capacity to do work, while power refers to the rate at which work is done or energy is transferred. Students may struggle with the units of power, such as watts (W), and may confuse them with other units of energy. Reinforcing the distinction between power and energy units is essential to avoid this misconception. Overlooking the importance of considering the time taken to perform work or transfer energy, leads to inaccurate interpretations of power. In reality, power is a measure of the rate at which work is done or energy is transferred and depends on the interaction between objects and external forces. Assessment Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Unit 4: Force, Work, Energy and Simple Machine 55 Perform force PHET experiment simulation using the following link so as to understand the concept of force in a better way. https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces- 4.10. At the end of this lesson, trainees will be able to: devise activities and strategies to teach impulse and linear momentum, identify some misconceptions related to impulse and linear momentum and take corrective measures. to day experience so that you can easily understand the concept of impulse and linear momentum session with your teaching experience. Activity 1 them reported in literature are listed below. Equating impulse with force The belief that impulse and momentum are independent quantities rather than interconnected ones overlook the importance of considering the time interval over which a force is applied when calculating impulse 56 Secondary School Physics Teachers on Job Training Module Activity 3 While impulse is related to force (impulse equals the average force applied over a given time interval), they are not the same. Students may incorrectly assume that a large impulse always requires a large force, which is not necessarily true. Some students may struggle to grasp the concept that impulse is directly related to the change in momentum of an object. They may incorrectly believe that impulse and momentum are independent quantities rather than interconnected ones. Students may overlook the importance of considering the time interval over which a force is applied when calculating impulse. They may mistakenly believe that only the magnitude of the force matters, ignoring the duration of the interaction. Allowing your hand to follow through with the stone’s motion further dissipate the force. This makes the stone to make contact with your hand smoothly, reducing the rate of change of momentum and minimizing the impulse exerted on your hands. The use of both hands further spreads the force of impact over a larger area minimizing injury. Instead of trying to stop the ball abruptly, players often move with the direction of the ball to absorb its momentum gradually. This helps reduce the impulse and allows for better control over the ball’s movement. Moreover, they aim to cushion the ball’s impact by providing a soft touch. The design of sports equipment often considers impulse and momentum principles. For instance, in golf, the design of golf clubs and balls aims to maximize the transfer of momentum from the club to the ball upon impact. Similarly, in tennis, the design of rackets is optimized to maximize the impulse applied to the ball during a swing. Assessment Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Unit 4: Force, Work, Energy and Simple Machine 57 textbook. Perform force PHET experiment simulation using the following link so as to understand the concept of force in a better way. https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces- 4.11. At the end of this lesson, trainees will be able to: devise activities and strategies to teach simple machines, identify some misconceptions related to simple machines and take corrective measures, identify simple machines as a force multipliers, distance multipliers or direction changers. lesson is related to your day to day experience so that you can easily understand the purpose of Activity 1 literature are listed below. Simple machines generate energy Simple machines can make tasks easier by always reducing the amount of force needed Simple machines can amplify or increase the amount of energy output beyond what is inputted. simple machines are always safe to use 58 Secondary School Physics Teachers on Job Training Module Activity 3 Activity 4 Levers Pulleys Inclined Planes Have you properly understood the concept of simple machines? Unit 4: Force, Work, Energy and Simple Machine 59 Simple machines do not create energy; they only transfer or transform it from one form to another. For example, a lever does not produce energy but rather redistributes the input force applied to it. While simple machines can make tasks easier by reducing the amount of force needed, they do not necessarily reduce the total amount of energy input. In many cases, the mechanical advantage gained from using a simple machine comes at the expense of increased distance or time, resulting in the same amount of energy input overall. Some students may mistakenly believe that simple machines allow for the creation or destruction of energy, contradicting the law of conservation of energy. This misconception stems from a misunderstanding of how energy is transferred and transformed within mechanical systems. While simple machines can provide mechanical advantage by redistributing forces, they cannot create energy out of nothing. The output work of a simple machine is always less than the input work due to energy losses, such as friction. the input energy is converted into useful output energy without any losses. However, in reality, simple machines are subject to energy losses due to factors like friction, deformation, and air resistance, While simple machines can make tasks easier, there’s a misconception that they are always safe to use. In reality, improper use or maintenance of simple machines can lead to accidents or injuries. applications. Failing to recognize this variability can lead to misconceptions about their capabilities and limitations. Assessment in your locality. Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Perform force PHET experiment simulation using the following link so as to understand the concept of force in a better way. https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces- 60 Secondary School Physics Teachers on Job Training Module Explanation of force as a push or pull acting upon an object as a result of its interaction with another object. It can cause an object to accelerate, decelerate, or change direction an object and the object moves in the direction of the force. Explanation of energy is the capacity to do work. There are two forms of energy discussed, including kinetic energy (energy of motion), potential energy (stored energy in the form of gravitational potential energy or elastic potential energy). Explanation of simple machines as mechanical devices that change the direction or magnitude of a force, making it easier to perform work. with the required precision. We have also suggested some ideas for assessing whether trainees have been able to learn the Physics Textbook (2015). Austin, Tex. :Texas Education Agency Ethiopian secondary schools Physics Textbooks Unit 5: Mechanical Oscillation and Sound Wave Introduction 5.1. Propagation of Waves (1 hr) devise activities and strategies to teach about propagation of waves, identify common misconceptions related to propagation of waves and take corrective measures, connect the common characteristics of waves to real life situation. Activity 1 How have you been teaching propagation of waves? 62 Secondary School Physics Teachers on Job Training Module Waves transfer matter All waves require a medium to travel through All waves are visible or audible Waves always decrease in amplitude over distance All waves travel at the same speed Activity 2 interference? Activity 3 dynamics? what affects the force with which it crashes against shores? wave interference patterns? Key Ideas Waves transfer energy, not matter. When you hear sound or feel the warmth of sunlight, it’s not physical particles moving from the source to you, but energy being transferred through the medium (or through space in the case of electromagnetic waves). While it’s true that some waves, like sound waves, do require a medium (such as air, water, or solid material) to propagate, other waves, such as electromagnetic waves (light, radio waves, microwaves, etc.), can travel through a vacuum, devoid of any medium. While some waves, like light and sound, are detectable by our senses, many others are not. For example, radio waves, microwaves, and X-rays are all types of waves that are not directly observable to our senses without specialized equipment. Unit 5: Mechanical Oscillation and Sound Wave 63 While some waves do experience attenuation (reduction in amplitude) as they travel through a medium, this isn’t universally true for all types of waves. For instance, electromagnetic waves like those used in certain communication technologies can travel vast distances with minimal attenuation. Different types of waves travel at different speeds depending on the properties of the medium they are passing through. For example, sound travels faster in solids than in liquids or gases, and the speed of light varies depending on the medium it’s traveling through (e.g., vacuum, air, water, glass). If you consider light waves, Frequency determines the color of light. Higher frequency corresponds to bluer light while lowest frequency correspond to redder light. Amplitude affects the brightness of light. diffraction and interference. Light wave is electromagnetic wave and doesn’t require material medium for its propagation. Assessment Consider seismic waves what determines the magnitude of an earthquake? what indicates the strength of the seismic activity? what dictates the distance between successive peaks of the seismic waves? are seismic waves mechanical or electromagnetic? why? Implications to teaching Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Have you been inspired to use such kinds of teaching methods in your own lesson? What new things have you learnt from this lesson? Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. Takeaway resources To know more about the common characteristics of wave, read grade 9 physics textbook. Perform force PHET experiment simulation using the following link so as to understand the concept of force in a better way. https://phet.colorado.edu/sims/html/waves-intro/latest/waves-intro_en.html 64 Secondary School Physics Teachers on Job Training Module 5.2. Sound Waves (2 hrs) devise activities and strategies to teach sound waves, identify some misconceptions related to sound waves and take corrective measures, Activity 1 How have you been teaching sound waves? The speed of sound is the same in all media Loudness and pitch are the same Sound waves carry physical particles Activity 2 Activity 3 1. and observe how the sound propagates through different media. The trainees can observe how the sound Unit 5: Mechanical Oscillation and Sound Wave 65 3. on each instrument. Observe the difference in the timbre. Key Ideas The speed of sound varies depending on the properties of the medium it travels through. In general, sound travels faster in denser materials, such as solids, compared to less dense materials, such as gases. For example, sound travels faster in water than in air. Loudness refers to the perceived intensity or amplitude of sound waves, while pitch refers to the perceived frequency of sound waves. These are two distinct properties of sound, and they are perceived by different mechanisms in the human auditory system. In reality, sound waves transfer energy through the medium, causing particles of the medium to vibrate back and forth in the direction of the wave’s propagation. The particles themselves do not travel with the wave but oscillate about their equilibrium positions Assessment distance of submarines. Implications to teaching Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Have you been inspired to use such kinds of teaching methods in your own lesson? What new things have you learnt from this lesson? Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. Takeaway resources To know more about the common characteristics of wave, read grade 9 physics textbook. Perform force PHET experiment simulation using the following link so as to understand the concept of force in a better way. https://phet.colorado.edu/sims/html/waves-intro/latest/waves-intro_en.html 5.3. Superposition of Waves (2 hrs) devise activities and strategies to teach superposition of waves, identify some misconceptions related to superposition of waves and take corrective measures. 66 Secondary School Physics Teachers on Job Training Module Activity 1 How have you been teaching the superposition of waves? Superposition is limited to two waves Superposition only applies to certain types of waves Waves always interfere constructively or destructively Superposition creates energy Activity 2 waves approach the shore? Activity 3 Key Ideas While superposition is often introduced with two waves, it applies to any number of waves. The principle of superposition states that when multiple waves are present, the net displacement at any point is the sum of the displacements due to each individual wave Some may think that superposition only applies to certain types of waves, like light or sound waves, but in reality, it applies to all types of waves, including water waves, seismic waves, and electromagnetic waves. Unit 5: Mechanical Oscillation and Sound Wave 67 When two waves meet, they always interfere either completely constructively (adding up perfectly) or completely destructively (canceling each other out). In reality, waves can interfere in various ways depending on their phase relationship, and the resulting interference can be anything from fully constructive to fully destructive. When waves interfere constructively, the resulting amplitude can be greater than either of the individual waves. However, this does not mean that energy is being created; rather, energy is redistributed in the wave system In activity 2, Assessment Discuss about the application of the superposition of waves. Implications to teaching Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Have you been inspired to use such kinds of teaching methods in your own lesson? What new things have you learnt from this lesson? Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. Takeaway resources To know more about the common characteristics of wave, read grade 9 physics textbook. Perform force PHET experiment simulation using the following link so as to understand the concept of force in a better way. https://phet.colorado.edu/sims/html/waves-intro/latest/waves-intro_en.html 68 Secondary School Physics Teachers on Job Training Module Chapter Summary Explanation of oscillation as a to and fro motion around a central point called equilibrium point. Explanation of sound waves as longitudinal mechanical wave. Explanation of the characteristics of sound waves such as amplitude, frequency, wavelength, speed of sound liquids, gases. Explanation of the principle of superposition resulting in constructive or destructive interferences. References Physics Textbook (2015). Austin, Tex. :Texas Education Agency Ethiopian secondary schools Physics Textbooks Unit 6: Fluid Mechanics Introduction 6.1. devise activities and strategies to help your trainees learn the concepts related to Identify the misconception’s associated with density of substance. 70 Secondary School Physics Teachers on Job Training Module 3 Density is the ratio of the mass of the object to the volume they occupy. Unit 6: Fluid Mechanics 71 1 1 Conclusions time Density tells me how heavy something, no matter what their size is is. Just by looking at the numbers you can get a better picture of “whose heavy” and by how much? 1. Density tells me weight for 1unit volume (here - 1cc). What if something is bigger than 1 unit, say 2 units? Then what? I ask you, if 1 unit of something weighs 10kg., how much 2 units of same thing will weigh? Come on, pick up pen and paper. Write it down. It’ll be 20 kgs right? So, density can tell me what will be the size of object if its current weight is given. Or vice versa. (assuming his weight didn›t increase only his size increased) 72 Secondary School Physics Teachers on Job Training Module 3 3 3 3 3 3 3 Assessment 1. 2. 3. substance in grams? Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Have you been inspired to use such kinds of teaching methods in your own lesson? What new things have you learnt from this lesson? Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. Unit 6: Fluid Mechanics 73 Takeaway resources https://phet.colorado.edu/en/simulations/density https://phet.colorado.edu/sims/html/density/latest/density_en.html devise activities and strategies to help your trainees learn the concepts related to Activity 1 Materials 74 Secondary School Physics Teachers on Job Training Module Unit 6: Fluid Mechanics 75 -3 76 Secondary School Physics Teachers on Job Training Module 0 0 Key ideas Measurements of the Young’s modulus of materials take into account two quantities, stress and strain. Stress is the force causing the material to change; F/A. Strain is the measure of deformation of the materials, or DL/ L0. Young’s modulus is the ratio between stress and strain, and can be determined by plotting stress vs strain, and determining the slope of the initial, linear part of the curve. Literature support the importance of linking the concept you teach to trainees real life scenarios so as to make the teaching and learning process more attractive and also understand the topic. Have you been inspired to use such kinds of teaching methods in your own lesson? What new things have you learnt from this lesson? Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. Takeaway resources https://www.biophysics.org/Portals/0/BPSAssets/Education/Documents/ LessonPlanElasticity.pdf Unit 6: Fluid Mechanics 77 78 Secondary School Physics Teachers on Job Training Module Key Ideas you have to walk across the gravel. Why does the gravel hurt while the concrete does not? (Because the gravel sticks to your feet. Is that the whole answer?)” leading on to a need for a new concept: pressure. Assessment 1. 2. 3. 4. Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Have you been inspired to use such kinds of teaching methods in your own lesson? What new things have you learnt from this lesson? Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. Takeaway resources https://www.accessengineeringlibrary.com/content/book/9780071363723 Schaum’s Outline of Fluid Mechanics and Hydraulics, 4th Edition Perform PHET experiment simulation so as to understand the concept of Fluid statics in a better way. Unit 6: Fluid Mechanics 79 6.4. Devise activities and strategies to help your trainees learn the concepts related to Relate the Pascal’s law with real life phenomenon. Activity 2 Activity 3 80 Secondary School Physics Teachers on Job Training Module Key Ideas Liquid pressure increases with depth. Liquid pressure remains the same in all directions at a given depth. Liquid pressure depends upon the density of the liquid. P = Liquid exerts pressure on the sides of the container. A liquid seeks its own level. Pascal’s principle pressure transmitted Blaise Pascal. Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Have you been inspired to use such kinds of teaching methods in your own lesson? Unit 6: Fluid Mechanics 81 What new things have you learnt from this lesson? Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. Takeaway resources h t t p s : / / w w w. t h e p h y s i c s a v i a r y. c o m / P h y s i c s / P r o g r a m s / L a b s / PascalsPrincipleLab/ https://openstax.org/books/university-physics-volume-1/pages/14-3-pascals- principle-and-hydraulics https://phet.colorado.edu/sims/html/under-pressure/latest/under-pressure_ en.html 6.5. Devise activities and strategies to help your trainees learn the concepts related to Relate real life phenomenon associate with Archimedes principle. resources are included in the session why 82 Secondary School Physics Teachers on Job Training Module Submarine :- Hot-air balloon:- Hydrometer:- Key Ideas Archimedes’ principle states that: the liquid displaced by it. acting in an opposite direction on the weight partially submerged the volume of the submerged Assessment State Archimedes principle. What is Archimedes’ principle also known as? Give examples where Archimedes’ principle is applied? What is thrust force? How is the Archimedes principle mathematical written? Unit 6: Fluid Mechanics 83 Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Have you been inspired to use such kinds of teaching methods in your own lesson? What new things have you learnt from this lesson? Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. Takeaway resources https://phet.colorado.edu/en/simulations/balloons-and-buoyancy https://phet.colorado.edu/sims/density-and-buoyancy/buoyancy_en.html https://www.youtube.com/watch?v=_p-hwElkrlk https://www.youtube.com/watch?v=16HDJNoXQII pressure are included and discussed in activities. References Unit 7: Temperature and Thermometry Introduction Dear Trainee, Temperature is a fundamental concept that permeates various aspects of our lives, from the comfort of our homes to the vast reaches of outer space. It dictates the behavior of 7.1. Temperature and our life (1 hr) At the end of this lesson, trainees will be able to: devise activities and strategies to teach temperature and our life, identify some misconceptions related to temperature and our life and take corrective measures. Activity 1 How have you been teaching temperature and our life? reported in literature are listed below. Cold weather makes you sick Hot water kills germs better Unit 7: Temperature and Thermometry 85 Activity 2 Discuss in groups and present to the class how temperature affects the following real life situations. Cooking, Food Preparation and storage Health and Comfort Thermoregulation in Living Organisms Industrial Processes Energy Consumption Environmental Impact Recreational Activities Key Ideas Assessment Implications to teaching Addressing these misconceptions can help individuals make more informed decisions about how they perceive and respond to temperature-related situations in their daily lives. Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. 86 Secondary School Physics Teachers on Job Training Module Takeaway resources To know more about temperature, read grade 9 physics textbook. Perform force PHET experiment simulation using the following link so as to understand the concept of temperature in a better way. https://phet.colorado.edu/sims/html/gas-properties/latest/gas-properties_all. html 7.2. The concept of heat and its transfer mechanisms (1 hr) At the end of this lesson, trainees will be able to: devise activities and strategies to teach the concept of heat and its transfer mechanisms, identify some misconceptions related the concept of heat and its transfer mechanisms and take corrective measures. Activity 1 How have you been teaching the concept of heat and its transfer mechanisms? of them reported in literature are listed below. Metal objects are colder than non-metal objects at the same temperature Thicker Clothing always provides better insulation Activity 2 When a hot cup of tea is left in a room in contact with the enveloping air, you know that the cup of tea will gradually cool down over time. What is happening over the course of time to cause the tea to cool down? How heat transfer plays a crucial role in cooking? Activity 3 Discuss in groups and present to the class how heat and its transfer mechanisms are related to the following real life situations. Home Heating and Cooling Electronic Devices Thermal Comfort Transportation Unit 7: Temperature and Thermometry 87 Clothing and Textiles Environmental Processes Medical Applications Key Ideas Assessment Implications to teaching Understanding and correcting these misconceptions can lead to a better understanding of heat transfer mechanisms and their applications in various real-life situations. Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. Takeaway resources To know more about temperature, read grade 9 physics textbook. Perform force PHET experiment simulation using the following link so as to understand the concept of heat and its transfer mechanisms https://phet.colorado.edu/sims/html/gas-properties/latest/gas-properties_all. html 7.3. At the end of this lesson, trainees will be able to: take corrective measures. 88 Secondary School Physics Teachers on Job Training Module Activity 1 reported in literature are listed below. relation to this topic. Activity 2 Cooking pots made of materials like copper or cast iron are preferable for cooking compared to those made of aluminum or stainless steel. What do you think is the reason? What is the advantage of using materials like concrete or bricks in building construction? Activity 3 real life situations. Thermal Comfort Food Preservation Automobile Engines Thermal Insulation Key Ideas Unit 7: Temperature and Thermometry 89 Assessment Implications to teaching savings, improved performance, and enhanced comfort in everyday life. Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. Takeaway resources physics textbook. Perform force PHET experiment simulation using the following link so as to https://phet.colorado.edu/sims/html/gas-properties/latest/gas-properties_all. html 7.4. Thermal expansion (1 hr) At the end of this lesson, trainees will be able to: solve problems associated with thermal expansion Activity 1 How have you been teaching thermal expansion? them reported in literature are listed below. All materials expand at the same rate Expansion is uniform in all directions All changes in size are due to thermal expansion Thermal expansion is always undesirable 90 Secondary School Physics Teachers on Job Training Module Activity 2 Have you observed that gaps are left between concrete slabs and other materials when constructing a building? What do you think is the reason? What is the purpose of expansion joints used in bridges and highways? What do you think will happen if the expansion joints are missing in bridges and highways? Activity 3 Take a thin metal rod and measure its initial length using a ruler. Hold one end of the thin metal rod with tongs and What factors determine the amount of expansion? Key Ideas In Activity 2, Different materials used in construction expand and contract at different rates. For instance, when constructing a building, gaps are left between concrete slabs and other materials to allow for expansion and contraction with temperature changes. This prevents cracks from forming in the structure due to thermal stress. Expansion joints are also used in bridges and highways to accommodate thermal expansion and contraction. Concrete and metal structures expand and contract with temperature changes, so expansion joints are essential to prevent cracking and structural damage. Unit 7: Temperature and Thermometry 91 Railroad tracks are made of metal, typically steel. During hot summer days, the tracks expand due to the heat, causing them to become longer. If the tracks were laid tightly together without any allowance for expansion, they could buckle or warp. Therefore, expansion joints are used to allow for the thermal expansion without damaging the tracks. Assessment Implications to teaching and operation of various objects and structures. Understanding and accounting for thermal expansion is crucial in engineering, construction, manufacturing, systems. Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. Takeaway resources To know more about thermal expansion Perform force PHET experiment simulation using the following link so as to understand https://phet.colorado.edu/sims/html/states-of-matter/latest/states-of- matter_all.html 7.5. Change of Phase and Calorimetry (1 hr) At the end of this lesson, trainees will be able to: use innovative techniques to teach change of phase and calorimetry, identify some misconceptions related to change of phase and calorimetry. Activity 1 How have you been teaching the concept of force? them reported in literature are listed below. 92 Secondary School Physics Teachers on Job Training Module All substances melt or freeze at the same temperature Boiling and evaporation are the same All heat energy absorbed or released goes into changing temperature Neglecting the heat capacity of the calorimeter Activity 2 Have you observed what happens when water in a container is placed in a freezer? What do you think is the cause of freezing rain? As the freezing rain makes contact with the ground, it melts into liquid water. Why? Activity 3 amount of time so that it is heated uniformly. Transfer the heated metal object to the water and stir the water gently to ensure uniform temperature distribution. Using your thermometer, record the maximum temperature reached by Key Ideas Unit 7: Temperature and Thermometry 93 In Activity 2, Freezing rain occurs when the air temperature is above freezing at higher altitudes but below freezing at the surface. When the raindrops fall through the atmosphere, they encounter a temperature gradient where they are cooled below the freezing point. When freezing rain reaches the surface, it comes into contact with objects that are at or above freezing temperature, such as the ground, trees, or structures. These surfaces transfer heat to the freezing rain. The absorbed heat energy raises the temperature of the ice, causing it to transition from a solid phase (ice) to a liquid phase (water). This phase change continues as long as the freezing rain remains in contact with the warmer surface and receives enough heat energy to maintain a temperature above the melting point of ice. Assessment Implications to teaching physics, and environmental science, as they play a crucial role in natural processes, industrial applications, and everyday phenomena. Literatures support the importance of linking the concept you teach to trainees real life scenarios like the one we used in the above activities so as to make the teaching and learning process more attractive and understandable. Do you have any other teaching strategy that you suggest for teaching this topic? If yes, please share it to your colleagues. Takeaway resources Perform force PHET experiment simulation using the following link so as to understand the concept of change of phase and calorimetry https://phet.colorado.edu/sims/html/states-of-matter/latest/states-of- matter_all.html 94 Secondary School Physics Teachers on Job Training Module Chapter Summary Explanation of temperature as a measure of the degree of hotness or coldness of an Explanation of thermometry as the science of measuring temperature using various instruments and scales. Explanation of the expansion of substances when heated. with the required precision. References Physics Textbook (2015). Austin, Tex. :Texas Education Agency Ethiopian secondary schools Physics Textbooks