AP PHYSICS 1 BIG IDEAS AND LEARNING OBJECTIVES KINEMATICS (original) (raw)

Module 9: Analysis of Physics Concepts

It has been accepted for inclusion in Workshop Materials: Physics Teaching and the Development of Reasoning by an authorized administrator of DigitalCommons@University of Nebraska-Lincoln. ~a c k Renner : Glad to help. Robert Karp lus : ThPs is the end of the Module 9 audfo tape. Thank you very much for listening. Please rewPnd the tape back to the begfnnfng so another workshop participant can use it. Goodbye.

PHYSICS LESSON NOTES FOR SENIOR SECONDARY SCHOOL1 SECOND TERM SCHEME OF WORK

Behavioral objectives: By the end of the lesson, students should be able to: i. Explain work, energy and power and give examples of each. ii. Calculate the work done, given a force and displacement it produces in its direction. Entry Behaviour: students can tell the meaning of Energy Instructional Resources: Chart showing the displacement of a box by a force acting horizontally at an angle. Chart showing a girl running with a box on her head. REFRENCE:Salihu J.E (2003) Classic Dictionary of physics for secondary schools. Akure classic Educational Publishers. (2) Prep 50 physics (2019). Onitsha. Deacons Digital Solutions Ltd (3) Okolosi L. (2019) Hidden facts in SSCE physics Ughelli. Otumudia publishers Ltd.

University Student Conceptual Resources for Understanding Forces

2017 Physics Education Research Conference Proceedings, 2018

We present preliminary results from our investigation of introductory physics students' conceptual resources for understanding forces. We analyzed a total of 1057 student responses to conceptual questions about forces and identified three common, prevalent resources that students used in justifying their answers, including the ideas that forces change the motion of objects, objects that have motion keep that motion, and motion is due to an imbalance of forces. We illustrate some of the ways in which these resources manifested in student responses and discuss how these ideas are continuous with physics understandings. We situate our work in the literature on student thinking about forces and instructor pedagogical content knowledge (PCK).

A NEW PHYSICS CURRICULUM William Flannery Berkeley Science Books

Classical physics is based on the analysis of differential equation models of physical processes. Computers have given physicists and engineers a new way to analyze differential equations that has revolutionized science and engineering outside the university. Unlike Newton's analytic calculus, computational calculus, i.e the computational methods used to calculate solutions to differential equations, is simple, intuitive, and easy to learn. Euler's method, the basis of computational calculus, can be taught to high school science students in a single one-hour lecture. The analysis of real physical systems, e.g. central force motion, can begin in the next lecture. Incorporating computational methods into the courses in classical physics will lead to a complete transformation of the physics and engineering curriculums. This paper shows how the process of incorporation can begin, and includes analyses of physical systems spanning the range of classical physics that demonstrate the simplicity, ease of use, and the extraordinary power of computational methods.

Module 5: Analysis of Physics Problems and Test Questions

You may be wondering how to apply the concept of developmental stages in your physics teaching, To help you with this, we have prepared modules 5-11 dealing with differing aspects of instruction. Module 5 concentrates on the analysis and writing of physics problems and test questions. As you read the examples we have selected, keep in mind the characterisrtics of concrete and formal thought described in Module 2. A matter that we find difficult to resolve concerns how to give all students, regardless of the reasoning patterns they use initially, practice in problem solving. Furthermore, evaluation through tests should give all students an opportunity to show what they have learned in physics and with respect to formal reasoning patterns.