Special Capacity Building Training Physics Trainees Module-1.pdf

Federal Democratic Republic of Ethiopia Ministry of Education Special Capacity Building Training Program for Secondary School Teachers Physics Trainees’ Module June, 2024 Ministry of Education...

Federal Democratic Republic of Ethiopia Ministry of Education Special Capacity Building Training Program for Secondary School Teachers Physics Trainees’ Module June, 2024 Ministry of Education Addis Ababa Federal Democratic Republic of Ethiopia Ministry of Education Special Capacity Building Training Program for Secondary School Teachers Physics Trainees’ Module June, 2024 Ministry of Education Addis Ababa i  Contributors: Part I- Teaching Physics Trainees’ Module Developers: 1. Fikadu Eshetu (PhD) 2. Nebiyu Gemechu (PhD) 3. Alemayehu Girma (PhD) Reviewer: Tadesse Teressa Part II- Educational Technology-EdTech 1. Developer: Inku Fasil, EdTech Hub ET 2. Reviewer: Alemu Tesfaye, Senior Expert in Ministry of Education-GEQIP-E ii | Page  Table of Contents Part I- Teaching Physics................................................................................................................................ i Module Introduction...................................................................................................................................... i Objectives of the manual.............................................................................................................................. ii Pedagogical approaches................................................................................................................................ ii Assessment Recommendations.................................................................................................................... iii Structure of the Module............................................................................................................................... iii Chapter 1....................................................................................................................................................... 1 Physics and the how of teaching it................................................................................................................ 1 1.1 Physics: Definition and application (2hrs).......................................................................................... 1 1.2 Innovative ways of teaching physics (3 hrs)....................................................................................... 4 Chapter Summary..................................................................................................................................... 9 References............................................................................................................................................... 10 Chapter 2..................................................................................................................................................... 11 Physical Quantities...................................................................................................................................... 11 2.1 Measurement (2hrs).......................................................................................................................... 11 2.2 Addition of Vectors (2hrs)................................................................................................................ 15 Chapter Summary................................................................................................................................... 19 References............................................................................................................................................... 19 Chapter 3..................................................................................................................................................... 21 Motion in one and Two-Dimension............................................................................................................ 21 3.1 Position, Distance and Displacement (2 hrs).................................................................................... 21 3.2 Average Velocity and Instantaneous Velocity (2hrs)....................................................................... 26 3.3 Uniform Motion and Uniformly Accelerated Motion (2hrs)............................................................ 28 3.4 Uniform Circular Motion (1 hr)........................................................................................................ 32 3.5 Projectile motion (2 hrs)................................................................................................................... 36 3.6 Rotational Motion (1 hrs).................................................................................................................. 39 Chapter Summary................................................................................................................................... 43 References............................................................................................................................................... 44 Chapter 4..................................................................................................................................................... 45 Force, Work, Energy and Simple Machine................................................................................................. 45 4.1 The Concept of Force (1 hr).............................................................................................................. 45 4.2 Newton’s Laws of Motion (1 hr)...................................................................................................... 48 4.3 Forces of Friction (1 hr).................................................................................................................... 50 4.4 Static equilibrium (2 hrs).................................................................................................................. 53 4.5 Planetary Motion and Kepler’s Laws (1 hr).................................................................................... 57 4.6 Law of Universal Gravitation (1 hr)................................................................................................. 59 iii | Page  4.7 Work (1 hr)....................................................................................................................................... 61 4.8 Kinetic and Potential Energy (1 hr).................................................................................................. 63 4.9 Power (1 hr)...................................................................................................................................... 65 4.10 Impulse and Linear Momentum (2 hrs).......................................................................................... 67 4.12 Simple Machines and their Purposes (2 hrs)................................................................................... 70 Chapter Summary................................................................................................................................... 73 References............................................................................................................................................... 74 Chapter 5..................................................................................................................................................... 75 Mechanical Oscillation and Sound Wave................................................................................................... 75 5.1 Propagation of Waves (1 hr)............................................................................................................. 75 5.2 Sound Waves (2 hrs)......................................................................................................................... 78 5.3 Superposition of Waves (2 hrs)......................................................................................................... 80 Chapter Summary................................................................................................................................... 82 References............................................................................................................................................... 83 Chapter 6..................................................................................................................................................... 84 Fluid Mechanics.......................................................................................................................................... 84 6.1 Density and Specific Gravity (1hr)................................................................................................... 84 6.2 The Young Modulus (2hrs)............................................................................................................... 89 6.3 Fluid Statics (1 hr)............................................................................................................................ 94 6.4 Properties of Pressure in fluids (1 hr)............................................................................................... 96 6.5 Archimedes Principle (2hr)............................................................................................................... 99 Chapter Summary................................................................................................................................. 101 References............................................................................................................................................. 102 Chapter 7................................................................................................................................................... 103 Temperature and Thermometry................................................................................................................ 103 7.1 Temperature and our life (1 hr)....................................................................................................... 103 7.2 The concept of heat and its transfer mechanisms (1 hr).................................................................. 105 7.3 Heat capacity and specific heat capacity (1 hr)............................................................................... 107 7.4 Thermal expansion (1 hr)................................................................................................................ 109 7.5 Change of Phase and Calorimetry (1 hr)......................................................................................... 112 Chapter Summary................................................................................................................................. 114 References............................................................................................................................................. 115 Chapter 8................................................................................................................................................... 115 Electricity and Magnetism........................................................................................................................ 115 8.1 Discharging a Body (1 hr)............................................................................................................... 115 8.2 Coulomb’s law of electrostatics (1 hr.)........................................................................................... 118 8.3 The electric field (2 hr)................................................................................................................... 120 8.4 Potential difference (1 hr)............................................................................................................... 124 8.5 Current, Voltage and Ohm’s law (1 hr).......................................................................................... 127 iv | Page  8.6 Voltmeter and ammeter connection in a circuit (1 hr).................................................................... 129 8.7 Electric projects (2 hr).................................................................................................................... 131 8.8 Magnetic field (1 hr)....................................................................................................................... 135 8.9 The Earth’s magnetic field and the compass (1 hr)......................................................................... 137 8.10 Magnetic field of a current-carrying conductor (1 hr).................................................................. 140 8.11 Magnetic force on a current-carrying wire (2 hr).......................................................................... 141 8.12 Electromagnetic induction (2 hrs)................................................................................................. 145 8.13 Transformers (2 hr)....................................................................................................................... 148 Chapter Summary................................................................................................................................. 153 References............................................................................................................................................. 153 Chapter 9................................................................................................................................................... 155 Basics of Electronics................................................................................................................................. 155 9.1 Semiconductors (1 hr)..................................................................................................................... 155 9.2 Logic gates and logic circuits (2hr)................................................................................................. 157 Chapter Summary................................................................................................................................. 161 References............................................................................................................................................. 161 Chapter 10................................................................................................................................................. 162 EM Wave and Geometrical Optics........................................................................................................... 162 10.1 EM spectrum (1 hr)....................................................................................................................... 162 10.2 Image formation by mirrors (2 hrs)............................................................................................... 164 10.3 Image formation by lenses (2 hrs)................................................................................................. 168 10.4 Human Eye and Optical Instruments (2 hrs)................................................................................. 170 10.5 Color Addition and subtraction (1 hr)........................................................................................... 173 Chapter Summary................................................................................................................................. 177 References............................................................................................................................................. 178 Chapter 11................................................................................................................................................. 179 Nuclear Physics......................................................................................................................................... 179 11.1 The nucleus (1 hr)......................................................................................................................... 179 11.2 Radioactivity and uses of nuclear radiation (2 hrs)....................................................................... 181 11.3 Nuclear reaction and energy production (2 hrs)............................................................................ 184 Chapter Summary................................................................................................................................. 187 References............................................................................................................................................. 187 Part II – Educational Technology............................................................................................................. 189 Introduction............................................................................................................................................... 189 UNIT ONE: UNDERSTANDING EDUCATIONAL TECHNOLOGY.................................................. 193 Learning Objectives.............................................................................................................................. 193 Key Topics............................................................................................................................................ 193 Session One: Locally available digital resources and their function.................................................... 193 Session Two: The Concept of Educational Technology....................................................................... 196 v | Page  Key Ideas.............................................................................................................................................. 198 Implication to Teaching........................................................................................................................ 199 Self-Assessment (Unit One)................................................................................................................. 199 Reference Materials.............................................................................................................................. 200 UNIT TWO: BASIC DIGITAL SKILLS................................................................................................. 201 Learning Objectives.............................................................................................................................. 201 Key Topics............................................................................................................................................ 201 Session One: Computers and Smartphones.......................................................................................... 201 Session Two: Using Web Browsers...................................................................................................... 202 Key Ideas.............................................................................................................................................. 206 Implication to Teaching........................................................................................................................ 208 Self-Assessment.................................................................................................................................... 209 Reference Materials.............................................................................................................................. 210 UNIT THREE: THE USE OF SOCIAL MEDIA FOR EDUCATIONAL PURPOSES.......................... 211 Learning Objectives.............................................................................................................................. 211 Session One: Social Media for Educational Purpose............................................................................ 211 Key Ideas.............................................................................................................................................. 214 Implication to Teaching........................................................................................................................ 216 Self-Assessment.................................................................................................................................... 216 Reference Materials.............................................................................................................................. 216 UNIT FOUR: ONLINE EDUCATIONAL TOOLS................................................................................. 217 Learning Objectives.............................................................................................................................. 217 Key Topics............................................................................................................................................ 217 Session One: Virtual Communication and Collaboration Tools........................................................... 218 Session Two: Assessment Tools........................................................................................................... 222 Session Three: Creative Tools (Artificial Intelligence)........................................................................ 229 Key Ideas.............................................................................................................................................. 231 Implication for Teaching....................................................................................................................... 233 Self-Assessment.................................................................................................................................... 233 Reference Materials.............................................................................................................................. 235 UNIT FIVE: CREATE AND ACCESS TO DIGITAL CONTENTS...................................................... 236 Learning Objectives.............................................................................................................................. 236 Key Topics............................................................................................................................................ 236 Session One: Digital Contents.............................................................................................................. 236 Session Two: Creating Digital Contents............................................................................................... 238 Session Three: Open Educational Resources........................................................................................ 242 Key Ideas.............................................................................................................................................. 249 Implication for teaching........................................................................................................................ 251 Self-Assessment.................................................................................................................................... 251 vi | Page  Reference Materials.............................................................................................................................. 252 UNIT SIX: DIGITAL CITIZENSHIP...................................................................................................... 253 Learning Objectives.............................................................................................................................. 253 Key Topics............................................................................................................................................ 253 Session One: Internet Risks and e-Safety............................................................................................. 253 Session Two: Computer and Smartphone safety.................................................................................. 256 Key Ideas.............................................................................................................................................. 256 Implication for Teaching....................................................................................................................... 258 Self Assessment.................................................................................................................................... 259 Reference Materials.............................................................................................................................. 259 vii | Page  Part I- Teaching Physics Module Introduction The aim of the Ethiopian general education curriculum is to produce citizens who have the competence essential for life, further learning and the world of work. It is also the aim to nurture citizens who have scientific and technological literacy, possess the ability to think creatively and critically, solve problems and act in morally responsible manners among many others. In the list of the aims is also found preparing individuals who would be competitive at national, regional and global levels. The aims comprise maximizing the individuality and potential of every student to achieve holistic development regardless of gender, ability or disability, ethnicity, religion, and geographical location. Secondary school education is a period marking the beginning of developing abstract reasoning and logical thinking abilities helpful to understand and generate knowledge beyond the here and now. It is also time for widening and deepening knowledge, skills and attitudes obtained during previous learning and getting prepared for further education at the tertiary level, further technical training, and the world of work. In grades 9 and 10, trainees take the three subjects constituting natural sciences namely physics, chemistry, and biology as separate subjects in order to understand more about natural elements and phenomena. In grades 11 and 12, the three subjects constituting natural science (Physics, Chemistry and Biology) are taken by students as general subjects useful for a better understanding and mastery of subjects specific to each of the five areas of career and technical education namely manufacturing, construction, agriculture, health sciences, and information technology and computer science. Physics makes the human mind critical, analytical and creative. Learning Physics helps trainees to develop their creativity and strengthen their intellectual life. It provides the foundation for learning engineering and technology and developing the 21st century skills of creativity, critical thinking, innovation, competitiveness, and solving personal and social problems. It also provides the opportunity for trainees to learn on their own through enquiry and practical engagement which are essential to advance their life and national development. It is because of these personal and societal gains learning physics brings about that the subject justifies a place in the curriculum of secondary i | Page education in Ethiopia. Therefore, Ethiopian trainees need to learn physics so that they will be able to acquire the capacity to solve problems of the society in every area of life. To resolve the challenges of the previous teaching learning materials (TLMs), align the curriculum with the 21st century advancements, and meet the requirements of the sustainable development goals of 2030, a major revision of the existing curriculum was felt necessary. Thus, the new curriculum in physics, which is prepared based on the Curriculum Framework and Position Paper from MoE, is designed to alleviate the difficulties prevailed in the previous curriculum in order to produce a problem solver citizen who are equipped with logical reasoning, analytical thinking, creativity and ability to work with contemporary technology. After the implementation of new TLMs, the core competencies expected to be developed by all students at all levels are the following: learning to learn, critical thinking and problem-solving, creative-thinking and innovation, communication, collaboration, leadership and decision-making, digital literacy, and cultural identity and global citizenship. Objectives of the manual This module is developed for the purpose of: creating the awareness of Physics teachers on the use of different innovative teaching methods and assessment strategies that complies with the constructivist approach, producing competent physics teachers on the specific concepts they teach, and initiating teachers to use all available innovative teaching and learning methods. Pedagogical approaches Active and participatory teaching/learning approaches are employed throughout the module. Activities are mainly experiential in nature, and trainees are required to actively engage as participants in all of the lessons. In particular, physics teachers should follow approaches that match with constructivist approaches like: o Identifying trainees’ abilities and using the data to plan the methodology and teaching techniques suitable for teaching and learning o Setting outcomes of learning in terms of competencies (knowledge, skills and attitudes) to be achieved o Identifying learning activities which would help achieve the intended competencies by taking account of individual differences ii | Page  o Creating conducive learning environment and providing the care and support necessary for students to learn through critical thinking, creativity, inquiry, investigation, experimentation, problem-solving, innovation, communication, and collaboration. o Employing technologies appropriate to learning activities identified and selected o Aligning indigenous knowledge and skills with the appropriate teaching-learning activities o Assessing students’ progress through observation, recording performance, and administering diverse tools of monitoring and evaluation o Providing timely feedback for trainees on their classroom activities o Providing feedback on progress trainees make towards the achievement of objectives for students, parents/guardians and the school o Utilizing outcomes of continuous and periodic instructional assessment for own and trainees development o Contextualizing contents to local realties Assessment Recommendations To ensure that the trainees have acquired the relevant knowledge, skills and attitudes, both formative and summative assessment techniques will be employed. Process evaluation will be carried out to appraise the implementation of the curriculum. This will help to identify challenges and successes on the delivery of the module, student receptivity and administrative support. Findings will identify areas for improving the curriculum and its delivery. End of course assessment will also be administered to gain a summative appraisal of the module. To have information about the impact, a follow-up evaluation will be conducted on trainees after they have graduated and after a reasonable time has elapsed. The follow-up may be conducted using a questionnaire. Structure of the Module The chapters as well as the contents to be included in this module are prepared based on the need assessment conducted by MoE. As a result, the module contains eleven chapters that are categorized thematically. The chapters are divided into different sessions, each session dealing with one main topic. The module in general and the sessions in particular are designed in such a way that trainees will become active participants in the teaching learning process. The objectives, activities, key ideas, some implications and takeaway resources are identified as follows. iii | Page  Each topic is linked to specific learning objectives which state the intended outcomes of working on particular topics. Learning objectives are defined and stated in the way the section can be implemented. Activities are provided to allow participants to be engaged in learning about the topics raised. The topics are followed by key ideas, which provide description or explanation for each major issue to be addressed. Implications of each topic are incorporated to indicate the conclusions that can be drawn from the sessions. This could be put either in the form of questions and/or in the form of specific recommendations. Takeaway resources are put in place in a way that gives trainees to have further information about the specific topic they have experienced. iv | Page  Chapter 1 Physics and the how of teaching it Introduction As you all know, Physics is the science aimed at describing the fundamental aspects of our universe. This includes what things are in it, what properties of those things are noticeable, and what processes those things or their properties undergo. In simpler terms, physics attempts to describe the basic mechanisms that make our universe behave the way it does. In this chapter, you will learn how to teach the definition and application of Physics. You will also learn about some innovative teaching methods used to teach Physics. You have 5 hours at your disposal for covering this chapter. 1.1 Physics: Definition and application (2hrs) At the end of this session, trainees will be able to: develop interest towards physics subject, devise activities and strategies that makes them to teach physics concepts better, describe the crucial role of physics in science, technology and society, list with brief description of the various branches of physics, expand on interesting research pursuits in physics. Before directly go to describing what Physics is all about, it is good to start the session with your teaching experience. Activity 1 How have you been teaching the definition and application of physics? Please, take a moment and share your experience to the whole class. Do you start your teaching through describing the things that are happening around them like propagation of light, propagation of sound, things falling towards ground, conversion of different states of matter, creation of rainbow and lightning, etc? 1 | Page By doing so, try to understand that physics is not only a body of facts, but rather a process of asking questions, designing experiments and theories to answer questions which come in mind about the things and happenings around us. We can thus say that physics tries to explain how things work or why things happen. Activity 2 Have you used a concept map in your class? In groups, draw a concept map of physics and its various branches. Sample concept map is given below. After completion of the task, select one representative to present your work to the whole class. From the above activity, you have noticed that the whole universe is constituted of matter and energy, and physics is that branch of physical sciences which explains the properties of matter and energy and their mutual relationship. Activity 3 How could you help your students to explain the applications of Physics in their everyday life? Could you explain one example that might have used to explain to them? 2 | Page  You may select topics like expansion of metals when heated, movement of particles, propagation of light, conservation of energy, laws of reflection and magnetism. Activity 4 Who are Physicists? How do you teach your students about Physicists? By now, you have got some insight on how to teach about the definition and application of Physics. Key ideas Physics is a natural science which deals with the study of properties of matter energy and their mutual relationship. Physics tries to explain how things work or why things happen. Discoveries in physics have led to the invention of thousand of machines that affect our everyday life. Thus, all product of modern technology are applications of the principles of physics. There are some branches of physics under which we study the combine concepts of physics and other branches of science, i.e., astrophysics, geophysics and biophysics. Assessment Describe any other phenomenon occurring around you and explain the principles of physics it uses. Look at an area of Physics that you might find its application in your home and write a paragraph about that area of physics to answer the following questions: ✓ Why is this field important? ✓ How are scientists making discoveries in this field, are they conducting experiments, are the building models, are they doing calculations, etc.? ✓ Who is a scientist that has played a major role in this field? What are they famous for? ✓ What is one question in this field that you find particularly interesting? Implications to teaching o Many educators recognize the high potential of teaching Physics by starting from its application in their day to day life so as to attract the attention of our learners. Have you been inspired to use such kinds of teaching methods in your own session? 3 | Page  o What did you learn from this session and how will you apply the notion of this session to your life? o Do you have any other strategy that you suggest for teaching this topic? If so, please share it to your colleagues. Takeaway resources Seven Myths About High School Physics: http://www.aps.org/programs/education/highschool/teachers/7myths.cfm http://www.aps.org/programs/education/upload/7-Myths-About-High-School- Physics.pdf Video: https://www.youtube.com/watch?v=5o49H76Y2Xc Trainees watch and take notes (see sample questions). 1.2 Innovative ways of teaching physics (3 hrs) At the end of this session, trainees will be able to: consciously select appropriate teaching methods from the range of research based physics teaching methodologies, devise activities and strategies that help them to teach the concepts of physics better. In the previous session, you discussed about the importance of teaching physics for school students. Now let us discuss about how we teach Physics. Activity 1 How have you been teaching physics topics in your school? Please, take a moment and share your experience to the whole class. Is there any best method for teaching Physics? When learning physics, it is important to note that students don’t just learn the conceptual ideas like a shopping list or song lyrics; we want them to see the physics all around them in their daily lives and see how studying physics can make the world seem more beautiful. Students come to the classroom with a broad range of pre-existing knowledge, skills, beliefs, and attitudes, which influence how they attend, interpret and organize in-coming information. When trainees’ prior ideas are very different to scientifically accepted knowledge, these ideas have classically been labeled as ‘misconceptions’, although many 4 | Page educators now prefer to refer to these as ‘alternative conceptions’, recognizing that such ideas are simply trainees ’ attempts to make sense of their world using common sense. It is difficult for trainees to give up their alternative conceptions, so sessions and learning activities need careful design. Activity 2 When teaching Physics, how could you start your lesson? Could you try to identify the prior conceptions that had been held by the students? If that is so, what kind of prior conceptions had been commonly held by the students? Before teaching any topic, we strongly recommend that you explore the alternative conceptual ideas that trainees commonly hold in that topic. According to the constructivist theory, trainees' prior conceptions play an important role in their process of knowledge construction and teachers must take those prior conceptions into account when designing learning activities. It is claimed that traditional instruction is ineffective in improving conceptual understanding. The approaches promoting active participation of trainees in learning are believed to help trainees construct knowledge meaningfully and the trainees give meaning to new gained knowledge by associating them with their prior ones. Activity 3 What kind of active learning methods do you think are useful for removing the misconceptions that had been held by the students? In the literature, there are instructional methods or strategies to achieve conceptual change. Use of conceptual change text, concept cartoons, 5E learning model, REACT strategy concept map, analogy and simulation applications are only some of them. In the following sections, you will discuss about these methods one by one. Conceptual Change Text Conceptual change text is one of the conceptual change instructional strategies. It is a written text that defines common misconception about a natural phenomenon and directly refutes misconception by providing scientifically acceptable ideas by asking students to make predictions about a given situation. Conceptual change text is highly effective for creating conceptual change, promoting meaningful learning and overcoming misconceptions. Testing students prior knowledge is the first step in conceptual change text strategy. Then, presentation of the examples and explanations to facilitate students’ understanding is the next step. The 5 | Page written text supports the conceptual change process by indicating the inconsistencies between scientific knowledge and common misconceptions. Concept Cartoons Concept cartoons propose an innovative teaching and learning strategy through a constructivist view of learning in science. They are instructional tools presenting real-life scientific problem and the characters express their opinions related to the problem. The complex and abstract concepts can be explained easily by the characters in concept cartoons. They can be developed both as posters and worksheets and be used either as teaching method or instructional material in science courses. The use of concept cartoons are quite effective for uncovering students’ ideas, remedying misconceptions, providing powerful stimulus for trainees to focus their attention on constructing meaningful explanations and sparking argumentation. The 5Es Instruction Model The 5E’s instruction model (engage, explore, explain, elaborate, and evaluate) is a research- based teaching model that is both student centered and inquiry-based. In the engagement phase, students are activated, and their prior knowledge is assessed. Its purpose is to capture trainees’ attention, interests and to determine their misconceptions. In the exploration phase, the disequilibrium of the engagement is solved through students’ activities in their respective groups; their cognitive and physical abilities are developed. The teacher controls activities, provides adequate materials, and counters any misconceptions. During the explain phase, students present and explain their findings. The teacher is a shock absorber and directs students’ attention to key aspects of the prior phases and uses their explanations to explain scientific concepts. For the elaboration phase, this is where students’ understanding is trained with new challenges or daily life situations. Finally, in the evaluation phase, students assess their learning and receive feedback on the adequate progress and ability, which helps the teacher make the appropriate decision. REACT strategy of context based instruction The stages included in the REACT strategy of context based instruction are indicated below. Relating: learning in the context of one‘s life experiences or preexisting knowledge Experiencing: learning by doing, or through exploration, discovery, and invention 6 | Page  Applying: learning by putting the concepts to use Cooperating: learning in the context of sharing, responding, and communicating with other learners Transferring: using knowledge in a new context or novel situation, one that has not been covered in class Concept map A concept map is a diagram or graphical tool that visually represents relationships between concepts and ideas. Most concept maps depict ideas as boxes or circles (also called nodes), which are structured hierarchically and connected with lines or arrows (also called arcs). These lines are labeled with linking words and phrases to help explain the connections between concepts. Analogy Analogy is defined as a comparison of certain similarities between things which are otherwise unlike. Analogies are suitable for teaching scientific concepts by comparing an unknown with a known. It is a constructivist-based teaching approach designed to provide a powerful means of bringing about this conceptual change in students which involves use of familiar situation (source or analog) to explain a similar unfamiliar phenomenon (target). Analogy must therefore be familiar if it is to be fruitful, it must be able to prove its competence in bringing about conceptual understanding of the needed concepts. For this reason, they are widely used by textbook authors or science teachers for different aims such as introduction, clarification, or discrimination of new concepts. Simulation Computer simulation is one of the technological advances and rapidly entered the science classrooms as digital instructional technology. Simulation is defined as the computerized version of a model that runs over a period to analyze results of predefined interaction. Engagements with simulations meet the needs of learner from diverse backgrounds. It is highly effective for training learners on a model of reality, when the model is dangerous, difficult and costly. It can be used as a complement to or alternative for other forms of instructions to facilitate students’ understanding of scientific concepts, and accepted as an alternative approach to real hands-on laboratory exploration or expository instruction. Learners 7 | Page can arrange the independent variables and observe the results instantly. The literature presents successful learning outcomes of simulation activities. Activity 4 Are you familiar with above mentioned teaching-learning methodologies? Which one is new to you? Please share your experience with one another. In addition to the above specific teaching methods, there are a number of effective methods for teaching physics in high school. Some of the best methods include: 1. Inquiry-based learning: This approach involves guiding students through the process of asking questions, gathering data, and forming and testing hypotheses. This helps students develop critical thinking skills and a deep understanding of physics concepts. 2. Project-based learning: This method involves having students work on real-world projects that involve applying physics concepts and principles. This can be a highly engaging and effective way to teach physics. 3. Hands-on learning: Hands-on learning, also known as experiential learning, involves providing students with the opportunity to engage in hands-on activities and experiments that help them learn physics concepts and principles. 4. Collaborative learning: Collaborative learning involves having students work in groups to solve problems and complete projects. This can be a great way to promote critical thinking and collaboration skills. 5. Problem-based learning: This approach involves presenting students with real- world problems and challenges that they must solve using physics principles and concepts. This can be a highly effective way to engage students and encourage critical thinking. Overall, the best methods for teaching physics in high school will depend on the specific goals and needs of the students and the specific concepts being taught. It is often helpful to use a combination of different teaching methods to provide a well-rounded and engaging learning experience. Implications to teaching o Literature support the importance of teaching trainees with active learning methodologies so as to enhance trainees understanding of concepts and also make the 8 | Page  teaching and learning process more attractive. Have you been inspired to use such kinds of teaching methods in your own session? o What new things have you learnt from this session? Takeaway resources To know more about innovative Physics teaching learning methodologies, read the following material. ✓ https://www.researchgate.net/publication/304570933_PHYSICS_TEACHING_MET HODS/link/577399fe08aeb9427e23dd5b/download?_tp=eyJjb250ZXh0Ijp7ImZpcnN 0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIn19 ✓ https://arxiv.org/pdf/2006.02190.pdf ✓ https://www.labster.com/blog/7-creative-ways-teach-physics ✓ https://files.eric.ed.gov/fulltext/ED504949.pdf Chapter Summary In this chapter, we have dealt with the importance of teaching physics and the how of teaching it. Specifically, we have considered the following aspects: Explanation of Physics as a science aimed at describing the fundamental aspects of our universe. This includes what things are in it, what properties of those things are noticeable, and what processes those things or their properties undergo. In simpler terms, physics attempts to describe the basic mechanisms that make our universe behave the way it does. Some innovative methods used in the teaching-learning of Physics. In discussing these concepts, we have primarily dwelt upon how to make their learning interesting and how to resolve the difficulties faced by trainees. We have shared our experiences and suggestions for using a variety of strategies, activities and methods aimed at involving trainees actively in the learning process, encouraging them to think on their own and work out the connections between physical phenomena and their conceptual understanding. At the same time, we have also emphasized the importance of teaching the language of physics with the required precision. We have also suggested some ideas for assessing whether trainees have been able to learn the concepts better by following these methods. 9 | Page References Physics Textbook (2015). Austin, Tex. :Texas Education Agency Ethiopian secondary schools Physics Textbooks 10 | Page  Chapter 2 Physical Quantities 2.1 Measurement (2hrs) Introduction Dear trainees, in science, particularly in physics, you try to make measurements as precise as possible. Several times in the history of science, precise measurements have led to new discoveries or important developments. Any number or sets of numbers used for a quantitative description of a physical phenomenon is called a physical quantity. In this chapter, you will learn more about how to teach these concepts using constructive approaches. Scales, standards, units and addition of vectors are the selected topics. You have 4 hours at your disposal for covering this chapter. At the end of this session, trainees will be able to: devise activities and strategies that help them to teach the concepts related to measurement and quantities better, identify measurement scales in their surrounding, In your day to day lives, you come across many things which you need to measure. This shows that measurement plays a very important role in our daily life. Dear trainees, in this session you are going to learn about measurement and quantities concepts. Daily life and practical activities are included to make it more attractive. Let us start the session with your teaching experience. Activity 1 How have you been teaching topics related to measurement in your school? Please, take a moment and share your experience to the whole class. Do you use things that are happening around you in your class? You deal with numerous such quantities daily. Let’s move to exploring measurable things in our area through doing the following activity. Activity 2 ✓ List some of the things that you measure in your surroundings. 11 | Page These quantities are called physical quantities. Our people has a tradition of measuring these physical quantities using traditional as well as modern devices. Activity 3 What traditional measuring units do you know that are used to describe length, time and mass? Are they reliable? Are you familiar with modern measuring devices? Although many measurable quantities are available in your day to day activities, let us only focus on the length, time and mass measuring devices for the sake of time. Activity 4 Form a group with your classmates and do the following activities. Measure the length of different bodies using length measuring instrument and compare with the estimated values. Have you ever tried to measure the mass of a body using a beam balance? Visit a shop in your living area. Write down the procedures the shopkeeper uses to measure the mass of a body using a beam-balance. Report your observations to your class. Discuss how the sun rise and sun set is used to measure the time of a day. Draw a diagram of sundial at different times of the day. Activity 5 You might have been familiar with most of the measuring devices. Do you know how to use devices like vernier caliper and micrometer? Vernier caliper 12 | Page  Micrometer If you are new to using devices like micrometer as well as vernier caliper, watch the following you tube video so as to properly understand how to read a vernier caliper and micrometer. https://www.youtube.com/watch?v=XQT6RSNN9sA In all the above activities, you got an understanding of how to directly measure the length, time and mass of a body. You can see that some quantities are directly measured, while others are calculated by combining two or more measurable quantities. Activity 6 List other quantities which can be measured directly and not. From your discussion on the above activity, you got an understanding of basic and derived quantities including their units. Now let’s move to discussing about how these quantities are described. Let us do the following activity first. Activity 7 Have you experienced traveling to an unfamiliar place, but after a while, you realized you were lost? When traveling from one place to another, it is not only important to know how far it is, but you also need to know the direction you should follow to reach your desired location. Today, simple street maps and online maps in your phones can easily give directions and instructions for you to reach your destination. In science, you will encounter varying physical quantities. Some of these quantities are accompanied by directions; others are not. What are these quantities, and why is specifying the direction important? Now try to summarize what you learnt in this session using a concept map. Activity 8 In groups, draw a concept map on physical quantities or measurement lesson and share your diagrams with one another. A sample concept map is given below. 13 | Page Key ideas The fundamental and derived quantities are the base for defining the standard units of each physical quantity. Earlier, People did not use a standard measurement system, and their units vary from region to region. This led to the setup of the International System of Units which resulted in the standardization of units. The derived quantities are extracted from the 7 fundamental quantities. A scalar quantity is a quantity that magnitude only. On the other hand, a vector is a quantity that has magnitude and direction. Assessment questions ✓ What do you mean by physical quantity? Explain differences between fundamental quantity and derived quantity. ✓ Which of the following is a vector: a person’s height, the altitude on Mt. Everest, the velocity of a fly, the age of Earth, the boiling point of water, the cost of a book, Earth’s population, or the acceleration of gravity? ✓ What do vectors and scalars have in common? How do they differ? Implications to teaching o Literature support the importance of teaching concepts practically and through the use of concept map 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 session? o What new things have you learnt from this session? o Do you have any other strategy that you suggest for teaching this topic? If so, please share it to your colleagues. Takeaway resources To know more about this session, read the following material. 14 | Page  o https://portal.tpu.ru/SHARED/k/KOVN/eng/teaching/Tab2/5_Metrology_labs _tme1-112p.pdf o https://www.isbe.net/CTEDocuments/TEE-L670067.pdf o https://ncert.nic.in/pdf/publication/sciencelaboratorymanuals/classXI/physics/ kelm102.pdf o https://www.studocu.com/ph/document/dolores-national-high-school/general- physics-1/scalar-and-vector-quanitites/71732847 2.2 Addition of Vectors (2hrs) By the end of this session, trainees will be able to: devise activities and strategies that help them to teach the concepts related to addition of vectors, explain the graphical and analytical method of vector addition, identify common misconceptions related to the addition of vectors and take corrective measures. Today, you'll dive into the fascinating world of vectors and learn how to perform vector addition. Are you ready to master this skill? Let's get started with your teaching experience. Activity 1 How have you been teaching about addition of vectors? Please, take a moment and share your experience to the whole class. Do you start your lesson through describing the things that are happening around you? Let's begin by recalling what you know about vectors. Activity 2 Can someone give me a definition of a vector and some examples of vector quantities you encounter in your daily lives? Share your ideas with the class. Now that we have a solid foundation, let's learn how to add vectors. Understanding vector addition is crucial in various fields, including physics, engineering, agriculture, and navigation, as it allows for the analysis and prediction of complex vector quantities and their effects. You can add vectors using both graphical and algebraic methods. Let's first focus on the graphical method. Graphical method of vector addition 15 | Page Imagine you have vectors represented by arrows on a coordinate plane. To add them graphically using the triangle, parallelogram and polygon method of vector addition , these are the steps we need to follow: 1. Decide on an appropriate scale. Record it on the diagram. 2. Pick a starting point. 3. Draw first vector with appropriate length and in the indicated direction. 4. Draw the second and remaining vectors with appropriate length and direction. 5. Draw the resultant based on the specific rule you are using. 6. Measure the length of the resultant; use the scale to convert to the magnitude of the resultant. 7. Use a protractor to measure the vector’s direction. 8. Express the resultant vector Activity 3 o Study each of the graphical methods of vector addition. A common mistake is attempting to add vectors head to head, or tail to tail. However, this approach is incorrect, and gives a different answer from adding the vectors head to tail. Now let us practice the rules of vector addition by doing the following activity Activity 4 o Consider adding two vectors A and B graphically. The two vectors are shown in Figure 1.8. Using the above procedure of vector addition, add these two vectors using the triangle law as well as parallelogram law of vector addition if the angle θ is 30o. o When should we use the polygon law of vector addition? Well done, by now you have properly understood the graphical method of vector addition. Now let us discuss the algebraic or component method of vector addition. Algebraic method of vector addition To add vectors algebraically, you'll break them down into their horizontal and vertical components. Then, you can add the corresponding components separately. Finally, you combine the components to obtain the resultant vector. 16 | Page Given a vector v with magnitude m and direction θ: 1. the horizontal component of the vector: vₓ = m * cos(θ) 2. the vertical component of the vector: vᵧ = m * sin(θ) 3. Write the vector in component form: v = vₓi + vᵧj, where i and j are unit vectors along the x and y axes, respectively. By resolving the magnitude of a vector into its horizontal and vertical components, you can represent the vector in its component form. This form is useful for algebraic operations such as vector addition and subtraction, as well as for analyzing vector quantities in different directions. To add two vectors v1 and v2 algebraically, follow these steps: 1. Find the horizontal components of the vectors: vₓ1 = m * cos θ; vₓ2 = m * cos θ 2. Find the vertical components of the vectors: vᵧ1 = m * sin θ; vᵧ2 = m * sin θ 3. Add the horizontal components: vₓ = vₓ1 + vₓ2 4. Add the vertical components: vy = vy1 + vy2 5. Write the sum of the vectors in component form: v = vₓi + vᵧj 6. Find the magnitude m of the resultant vector v using the Pythagorean theorem: m = √(vₓ2 + vy2) 7. Find the direction θ using the inverse tangent function: θ = tan-1(vy/vₓ) By algebraically adding the horizontal and vertical components separately, you can find the resultant vector of the addition operation. This method allows for precise calculations and is particularly useful when dealing with multiple vectors or vectors in non-standard directions. Now, it's time for you to practice! Some vector addition problems is provided for you to solve on your own or with a partner using graphical and algebraic methods. Activity 5 1. A farmer wants to apply fertilizer to a field with a wind speed of 10 mph blowing from the east. The farmer plans to apply the fertilizer at a speed of 5 mph in a direction of 30 degrees north of east. Calculate the resultant vector of the fertilizer application velocity, taking into account the effect of the wind. 17 | Page 2. A drone is being used to spray pesticides on a rectangular field. The drone can fly at a speed of 15 mph in a direction of 60 degrees north of east (30 degrees). However, there is a crosswind blowing from the southwest at a speed of 12 mph (225 degrees). Calculate the resultant vector of the drone's flight path, considering the influence of the crosswind. ✓ Have you obtained similar results using the graphical as well as algebraic methods? If not what makes you to obtain a different answer? As a final note, farmers use technology to optimize input applications (fertilizers, irrigation). Vector addition helps determine resultant vectors for equipment movement, wind speed, and crop traits, improving efficiency and reducing waste. When applying pesticides, considering wind direction and speed is crucial. Vector addition is used to calculate the resultant vector of wind speed and direction along with the vector representing spray application. This allows farmers to assess potential drift of pesticides and determine appropriate spraying techniques. Assessment 1. Suppose you add two vectors A⃗ and B⃗. What relative direction between them produces the resultant with the greatest magnitude? What is the maximum magnitude? What relative direction between them produces the resultant with the smallest magnitude? What is the minimum magnitude? 2. Is it possible to add a scalar quantity to a vector quantity? 3. Is it possible for two vectors of different magnitudes to add to zero? Is it possible for three vectors of different magnitudes to add to zero? Explain. 4. If two vectors are equal, what can you say about their components? What can you say about their magnitudes? What can you say about their directions? 5. If three vectors sum up to zero, what geometric condition do they satisfy? 6. Explain why a vector cannot have a component greater than its own magnitude. 7. Is vector addition applicable to any two vectors? 8. Is it possible to follow similar steps for vector subtraction? Key ideas Two or more vectors can be added using the geometrical as well as algebraic method of vector addition. Implications to teaching 18 | Page  o 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 session? o What new things have you learnt from this session? o Do you have any other strategy that you suggest for teaching this topic? If so, please share it to your colleagues. Takeaway resources To know more about addition of vectors, read the following material. o https://www.texasgateway.org/resource/52-vector-addition-and-subtraction- analytical-methods o https://pressbooks-dev.oer.hawaii.edu/collegephysics/chapter/3-3-vector- addition-and-subtraction-analytical-methods/ o https://byjus.com/physics/addition-of-vectors/ Learn how to add vectors using the following simulation. o https://phet.colorado.edu/en/simulations/vector-addition Chapter Summary In this chapter, we have dealt with the teaching-learning of the physics of measurement, quantities and addition of vectors. Specifically, we have considered the following aspects: Explanation of Physical quantities as a characteristic or property of an object that can be measured or calculated from other measurements. Explanation of the graphical as well as analytical method of vector addition. In discussing these concepts, we have primarily dwelt upon how to make their learning interesting and how to resolve the difficulties faced by trainees. We have shared our experiences and suggestions for using a variety of strategies, activities and methods aimed at involving trainees actively in the learning process, encouraging them to think on their own and work out the connections between physical phenomena and their conceptual understanding. At the same time, we have also emphasized the importance of teaching the language of physics with the required precision. We have also suggested some ideas for assessing whether trainees have been able to learn the concepts better by following these methods. References 19 | Page  Physics Textbook (2015). Austin, Tex. :Texas Education Agency Ethiopian secondary schools Physics Textbooks 20 | Page  Chapter 3 Motion in one and Two-Dimension Introduction Dear trainees, our study of physics opens with kinematics, the study of motion without considering its causes. Objects are in motion everywhere you look. Everything from a tennis game to a space-probe flyby of the planet Neptune involves motion. When you are resting, your heart moves blood through your veins. Even in inanimate objects, atoms are always moving. In this chapter, you will learn more about how to teach these concepts using constructive approaches. Topics in one as well as two dimension are the focus of this unit. You have 10 hours at your disposal for covering this chapter. 3.1 Position, Distance and Displacement (2 hrs) At the end of this session, trainees will be able to: devise activities and strategies that help them to teach the concepts related to position, distance and displacement, Identify common misconceptions related to this topic and take corrective measures, Differentiate distance and displacement from each other. Dear trainees, in this session you are going to learn about the concept of position, distance and displacement. Daily life and practical activities are included to make it more understandable. Let us start the session with your teaching experience. Activity 1 How have you been teaching topics related to position, distance and displacement? Please, take a moment and share your experience to the whole class. Are there misconceptions that were commonly held by your students in relation to this topic? Throughout the literature, many misconceptions were observed in relation to the topics distance, displacement and position. Before exploring such misconceptions, let us start our 21 | Page class through probing your prior knowledge about motion through asking the following questions. Activity 2 When can we say that an object is in motion? How do you describe the motion of an object? When do you say that an object is moved? What are the ways of describing motion? To help you understand this topic, let us look at situation that illustrates the position and reference point of an object. Try to do the activity in group. Activity 3 Describe in words the position of an object within the room or the school ground. Were you able to find the object? Was it easy or difficult? Based on your response, try to define point of reference and its importance in your own words. Let us now describe the position of an object through visuals like diagrams and graphs. Activity 4 Consider the diagram below. The positions of the objects are described in the diagram by their coordinates along the number line. Based on the diagram, answer the following questions: What is the position of the dog? What is the position of the tree? What is the position of the dog with respect to the house? What is the position of the tree with respect to the dog? Let us also look at the following example. Activity 5 In this diagram, the position of the ball rolling are shown at equal intervals of time. Use the diagram to describe the position of the ball at any given time. 22 | Page  What is the initial position of the ball? What is the final position? What is the position of the ball at 10 seconds? At what time is the position of the ball equal to 5 meters? Describe the motion of the ball using motion graphs and fill it in table 1. Plot the values in table 1 on the graphing board (note that time is plotted on the x-axis while position is plotted along the y-axis) ✓ At what time will the ball reach 20 meters? ✓ What is the position of the ball at 7.5 seconds? ✓ At what time is the position of the ball equal to 12.5 meters? Now you have clearly understood the concept of a position. Let us move to exploring our understanding of distance and displacement. Students sometimes think that distance and displacement are just different names for the same quantity. However, distance and displacement are different concepts. Activity 5 Start describing motion with the question, “how far did the dog travel?” What is the total length traveled by the dog from its point of origin to its final destination? What is the shortest distance of the dog relative to its points of origin? 23 | Page Have you noticed about the two ways of answering this question? ✓ First is by getting the total length of the path travelled by the dog. The other way is by measuring the distance between the initial position and final position of the dog. Notice that the first measurement gives the distance travelled while the second measurement gives its displacement. People sometimes think that distance and displacement are just different names for the same quantity. Activity 6 Answer the following questions as points for discussion. What have you noticed about the distance and the displacement in the given example? When can displacement be equal to distance? Can displacement be greater than distance? Why? What if the ball, the car, and the dog in the illustrations go back to their starting positions, what will be their total distances? What will be their displacement? Have you understood the differences between distance and displacement? Let us now look at the distance-time graph and displacement-time graphs shown in the following activity. Activity 7 By referring to the following graph, What is the displacement of the object after 2 seconds? What is the displacement after 6 seconds? 24 | Page  How will you describe the motion of the objects between 0s and 2s, between 2s and 4s, and between 4s and 6s? Assessment ✓ Give an example in which there are clear distinctions among distance traveled, displacement, and magnitude of displacement. Identify each quantity in your example specifically. ✓ The arrows represent the different distances covered by students. Who among the trainees covers the longest distance? Who has greatest displacement? ✓ Can the magnitude of a particle’s displacement be greater that the distance traveled? ✓ Under what circumstances does distance traveled equal magnitude of displacement? What is the only case in which magnitude of displacement and distance are exactly the same? Key ideas The word position describes your location (where you are). A frame of reference is an arbitrary set of axes from which the position and motion of an object are described. Distance is the actual path that is travelled by a moving body, where as displacement is the change in position (final position minus initial position). Implications to teaching o 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 session? o What new things have you learnt from this session? o Do you have any other strategy that you suggest for teaching this topic? If so, please share it to your colleagues. Takeaway resources 25 | Page  To know more about distance and displacement, read the following material. o https://flexbooks.ck12.org/cbook/ck-12-physics-flexbook- 2.0/section/2.1/primary/session/position-and-displacement-phys/ o https://amsi.org.au/ESA_Senior_Years/SeniorTopic3/3i/3i_2content_1.html o https://byjus.com/physics/distance-and-displacement/ o https://courses.lumenlearning.com/suny-osuniversityphysics/chapter/1-1- position-displacement-and-average-velocity/ o http://physics.bu.edu/~duffy/ns540_fall10_notes01/EP_ch02_2dash1to2dash4. pdf 3.2 Average Velocity and Instantaneous Velocity (2hrs) At the end of this session, trainees will be able to: devise activities and strategies that help them to teach the concepts related to velocity, describe the difference between average velocity and instantaneous velocity, identify common misconceptions related to this topic and take corrective measures. Dear trainees, your experience with traveling in daily life will be very helpful to investigate about speed and velocity. In this lesson, you will be working with speed and velocity. Daily life and practical activities are included so as to make it more understandable. Let us start the session with your teaching experience. Activity 1 How have you been teaching about speed or velocity? Please, take a moment and share your experience to the whole class. What were the common misconceptions that were held by your students in relation to this topic? One of the most common misconceptions in physics is the idea that velocity and speed are interchangeable terms. While they may be related, they are not the same thing. So, what is the difference? Velocity is a vector quantity that describes both the speed and direction of an object's motion, while speed is a scalar quantity that describes only how fast an object is moving. In simpler terms, velocity is speed in a given direction. Activity 2 Are you familiar with the traffic signs? What are the units used for speed limit? What quantities do these units represent that are related to speed? 26 | Page To further differentiate between velocity and speed, it's important to understand that velocity is always measured relative to a frame of reference. Activity 3 How can we differentiate these two quantities with respect to reference frames? Activity 4 Student M walks 2 km away from home in 30 minutes. He then turns around and walks back home along the same path, also in 30 minutes. Calculate M’s average speed and average velocity. Activity 5 1. What are the differences between speed and velocity? 2. What quantities did you measure for calculating speed and velocity? 3. How did you combine these quantities to determine how fast each participant was walking? 4. How did you use the result to determine who walked fastest? 5. What is instantaneous velocity? Activity 6 1. Did you remember news that watched or heard on natural disaster occurred in the country? a. How do you think speed and velocity is related to this phenomenon? b. What other life experiences can you share wherein speed and velocity is applied? 2. “ACT NOW” perspective: a. Why do you think many people died in the Yolanda incident? b. How will you react if you heard valid news that our area will be hit by any particular natural disaster? Assessment Write your name if the statement is true and write the name of your crush if it is false. 1. Speed is defined as the distance travelled divided by the time of travel. 2. Speed without direction is referred to as velocity. 3. Speedometer is a device used to measure the instantaneous speed of a vehicle. 4. The velocity of an object in an instant is called average speed. 27 | Page  5. The velocity of a moving object at an instant is called instantaneous velocity. Alex ran with a speed of 0.5m/s. Matt says he is faster than Alex. He ran 100m in 3 minutes. What is Matt's speed, and is he faster than Alex? 6. How long does it take a horse to run 3km if it travels at a speed of 40 km/hr? 7. Joe can pitch a baseball at a distance of 48m in 1.5s. How fast is his pitch? Find the meaning of instantaneous speed, instantaneous velocity and average speed. Key ideas o Average velocity is change in displacement divided by time taken. o Instantaneous velocity is the velocity of an accelerating body at a specific instant in time. o The magnitude of instantaneous velocity is its instantaneous speed. Implications to teaching o 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 session? o What new things have you learnt from this session? o Do you have any other strategy that you suggest for teaching this topic? If so, please share it to your colleagues. Takeaway resources To know more about velocity, read the following material. https://study.com/learn/session/average-vs-instantaneous-velocity-difference- uses.html#:~:text=Types%20of%20Velocity&text=Remember%20that%20instantaneous%20 velocity%20is,longer%20period%20of%20elapsed%20time. https://scienceready.com.au/pages/instantaneous-and-average- velocity#google_vignette https://artofsmart.com.au/hsctogether/instantaneous-and-average-velocity/ 3.3 Uniform Motion and Uniformly Accelerated Motion (2hrs) At the end of this session, trainees will be able to: devise activities and strategies that help them to teach the concepts related to uniform motion and uniformly accelerated motion, differentiate between uniform and uniformly accelerated motions, identify common misconceptions related to this topic and take corrective measures. 28 | Page Dear trainees, in this session you are going to learn about the concepts related to uniform motion and uniformly accelerated motion. Daily life and practical activities are included to make it more understandable. Let us start the session with your teaching experience. Activity 1 How have you been teaching the definition of physics? Please, take a moment and share your experience to the whole class. What kind of misconceptions is held by your students? Let us start our session by doing the following activity. In A, the body is moving with a constant velocity while in B, the body is moving with uniformly increasing speed. In uniform motion, an object moves at a steady speed in a straight line. Most moving objects, however, do not display uniform motion. Any change in an object’s speed or direction or both means that its motion is not uniform. This non uniform motion, or changing velocity, is called accelerated motion. A car ride in a city at rush hour during which the car must speed up, slow down, and turn corners is an obvious example of accelerated motion. One type of accelerated motion, called uniformly accelerated motion, occurs when an object travelling in a straight line changes its speed uniformly with time. Activity 3 29 | Page  ✓ The following table shows five different sets of velocities at times of 0.0 s, 1.0 s, 2.0 s, and 3.0 s. Which of them involve uniform acceleration with an increasing velocity for the entire time? Describe the motion of the other sets. Let us do some activities for you to understand Uniformly Accelerated Motion more. These activities are designed for you. The materials are easy to find and the procedures are easy to follow. You can also do these simple activities at home with the help of any home companion. Activity 4 In this activity, identify bodies or objects that exhibit uniformly accelerated motion. Write UAM if it exhibits Uniformly Accelerated Motion, write Non-UAM if it DOES NOT. ______ 1. A bike that is at rest. ______ 2. A boy holding a book. ______ 3. A girl walking leisurely. ______ 4. A hanging picture frame. ______ 5. A rock falling from a cliff. ______ 6. A fruit dropping from a tree. ______ 7. A rolling ball on an inclined plane. ______ 8. A man standing still in an escalator. ______ 9. A car increasing its velocity at a constant rate. ______ 10. A truck running with a constant acceleration. Now let us investigate the graphs of a uniform motion and uniformly accelerated motion using the following oPhysics: Interactive Physics Simulations. Activity 5 Position, Velocity, and Acceleration vs. Time Graphs https://ophysics.com/k4b.html 30 | Page Activity 6 What does the terms under the position-time, velocity-time and acceleration-time graph represents? The table shows a set of position-time data for uniformly accelerated motion. Time, s 0 2 4 6 8 Position, m 0 8 32 72 128 a) Plot a position-time graph b) Find the slopes of tangents at appropriate times. c) Plot a velocity-time graph. d) Plot an acceleration-time graph. e) Determine the area under the line on the velocity-time graph and then on the acceleration-time graph. State what these two areas represent. Key ideas ✓ Uniform motion is an object undergoing motion with a constant or unchanging velocity. 31 | Page  ✓ Uniformly accelerated motion is the motion of an object undergoing constant acceleration that does not change with time. Implications to teaching o Literature support the importance of teaching concepts through engaging trainees in the teaching and learning process so as to make the trainees understand the topic and also to make the teaching and learning process more attractive. Using simulations are also preferable methods when the use of hands on approach is not practicable. Have you been inspired to use such kinds of teaching methods in your own session? o What new things have you learnt from this session? o Do you have any other strategy that you suggest for teaching this topic? If so, please share it to your colleagues. Takeaway resources To know more about the differences between uniform and uniformly accelerated motion, read or watch the following material. o https://youtu.be/mFmfHdLKQM0 o https://youtu.be/0kQrz4dfxDw 3.4 Uniform Circular Motion (1 hr) By the end of this section, trainees will be able to: devise activities and strategies that help them to teach the concepts related to uniform circular motion, Solve problems involving centripetal acceleration and centripetal force, identify common misconceptions related to this topic and take corrective measures. Dear trainees, in this session you are going to learn about the concept of uniform circular motion. Daily life and practical activities are included to make it more understandable. Let us start the session with your teaching experience. Activity 1 How have you been teaching the concepts of uniform circular motion? Please, take a moment and share your experience to the whole class. Did you start your teaching through describing the things that are happening around you? 32 | Page  What were the common misconceptions held by your students in relation to this topic? In the literature, the most common misconception is the one that says an object undergoing uniform circular motion does not accelerate. Have you obtained similar misconceptions on your students? Good, before we start to work through the material, here is a question you might like to ponder. Activity 2 Why study circular motion? For the ancient Greeks, the circle symbolized perfection. The fact that the Sun, Moon and stars appeared to move around the Earth in circular paths was evidence of their status as ‘heavenly bodies’. Circular motion was supposedly their natural state. Although we don’t regard movement in a circle with the same reverence as did the ancient Greeks, it is still a very useful concept. If we restrict our discussion to circular motion at constant speed (called uniform circular motion), then its mathematical description turns out to be quite straightforward. Activity 3 What is uniform circular motion? Give examples of it. Would you list and explain situations in nature which approximate to uniform circular motion? The second, minute, and hour hands of a watch is one example undergoing a uniform circular motion. It is remarkable that points on these rotating objects are actually accelerating, although the rotation rate is a constant. To see this, we must analyze the motion in terms of vectors. Activity 4 1. A boy is whirling a yo-yo above his head in a counterclockwise direction. At the exact moment shown at left, he lets go of the string. In which direction will the yo-yo travel? Draw an arrow on the image to show the yo-yo’s direction. 2. Do you think the released yo-yo’s path will be straight or curved? Explain. 33 | Page Here is a short experiment you can carry out to look at circular motion in a different context. Activity 5 Take a piece of elastic about 20 cm in length and tie one end of it securely to a pencil rubber. Now, while holding the elastic, whirl the rubber round (carefully!) so that it moves in approximately horizontal circles at a uniform speed as in Figure a. You can check that it is moving at a roughly uniform speed by doing the experiment in fluorescent light. Because fluorescent light flashes on and off 100 times per second your eye should register a series of ‘still’ images of the elastic and rubber. If the images appear evenly spaced as in Figure b and the motion is circular, the rubber must be moving with a uniform speed. (a) (b) Figure: The ‘whirling pencil rubber’ experiment. (a) How to do it. (b) What you should see in fluorescent light. Now answer the following questions.  What force causes the pencil rubber to move in a circle?  How do the magnitude and direction of this force vary during the circular motion?  What is the relationship between the direction of motion of the rubber and the direction of the force acting on it? What you have been trying to show so far in this section is that the forces which cause uniform circular motion in two very different examples have certain things in common. In both cases the force has a constant magnitude and the direction of the force is always radially inwards towards the centre of the circle, which is to say perpendicular to the direction of motion. 34 | Page Activity 6  Draw a vector diagram to show that the acceleration of a particle moving with uniform speed.  Derive the expressions used to calculate centripetal force and centripetal acceleration. Now perform the following simulation software. This simulation allows you to alter the radius and speed of an object moving in uniform circular motion to see the effect upon acceleration and force. The direction of the velocity and the force are displayed as vector arrows. This simulation is accompanied by an activity sheet with directions and exploration questions.  The Physics Classroom: Uniform Circular Motion Interactive Simulation http://www.physicsclassroom.com/shwave/ucm.cfm Key ideas Uniform circular motion is a specific type of motion in which an object travels in a circle with a constant speed. An object moving in a circle at a constant speed is experiencing a force which is constant in magnitude and directed radially inwards towards the centre of the circle. This force, whatever its cause, is called the centripetal force. Assessment Is there a net force acting on an object in uniform circular motion? What is the centripetal acceleration felt by the passengers of a car moving at 12 m/s along a curve with radius 2.0 m? Implications to teaching o 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 session? 35 | Page  o What new things have you learnt from this session? o Do you have any other strategy that you suggest for teaching this topic? If so, please share it to your colleagues. Takeaway resources To know more about uniform circular motion, read the following material. o https://youtu.be/IawY86XveQE o https://youtu.be/j5nSGCsHUZY Perform available simulation experiments so as to understand the concept of uniform circular motion in a better way. 3.5 Projectile motion (2 hrs) At the end of this session, trainees will be able to: o devise activities and strategies that help them to teach the concepts related to projectile motion, o use kinematic equations to analyze and solve angle-launched projectile problems. o identify common misconceptions related to this topic and take corrective measures. Dear trainees, have you ever wondered how far a ball can travel when you throw it? Or better yet, how hard you need to hit a baseball to get a home run? These are real questions that not only apply to baseball, but other real-life situations including the paths of meteorites and trajectories of rockets. In today's session, we will learn about a projectile motion. We see projectile motion in action almost every day. Let us start the session with your teaching experience. Activity 1 How have you been teaching the concepts of projectile motion? Please, take a moment and share your experience to the whole class. Could you start your teaching through describing the things that are happening around them? What were the common misconceptions held by your students in relation to this topic? In literature, there were misconceptions that had been held by the students. One of them is that the direction of a velocity vector of a projectile follows the curved path at every position. Have you came across such a misconception? Let us now start our class through probing your everyday experiences that are related to projectile motion. 36 | Page Activity 2 Name everyday examples of projectile motion and exp