Physics 1

Physics 1

Forces & EnergyBehaviour0. Tactical ignoringRule reminderRule reminder with warning of consequencesTeacher actionTimeout (short)RemovalPossible teacher action at step 3, 4, 5:Move studentWrite in student plannerKeep student behind (short long)Phone homeNatural consequencesLogical consequences

Bill Rogers Classroom BehaviourResolve incidents by discussing it with the pupil. Do you know what youve done wrong? Why are you behaving like this? How can I help you?Nobody seems to be able to tell me WHAT to teach or HOW to teach itSession ObjectivesTo consider aspects of subject knowledge and pedagogical content knowledge for teaching Energy and Forces in KS3 and KS4Subject knowledgeKnowing facts or conceptsunderstanding the structure of knowledge within the subject disciplineand having an understanding of how knowledge is produced in the disciplinePedagogical content knowledgeKnowing how to represent topics so that others can understand them,Including analogies, illustrations, examples, explanations, demonstrations, etc,As well as having an understanding of students difficulties and how to overcome themWhat is energy?Honda cog adverthttp://www.tellyads.com/show_movie.php?filename=TA3711

Link checked 17/07/138Energy in NC consultationhttp://alessiobernardelli.files.wordpress.com/2013/04/physics-energy.jpg

Energy in Physics KS3/4

Physics at KS3Year 7 Energy Resources Electrical Circuits Forces The Solar System

Year 8Year 9 Heating & Cooling Magnets & Electromagnets Light Sound

Energy & Electricity Gravity & Space Speeding up Pressure & Moments

What if my school has no schemes of work?In Key Stage Three use the QCA Scheme of workhttp://webarchive.nationalarchives.gov.uk/20100612050234/http:/www.standards.dfes.gov.uk/schemes2/secondary_science/?view=getA starting point in Year 7It is suggested that we should move from familiar contexts to the less familiarHence a possible teaching sequence isEnergy in foodEnergy in fuelElectricity from fossil fuels/alternative resourcesThis sequence was suggested in the National Strategies training Strengthening the teaching and learning of energy13The energy content of food: which food matches which label?

Match the label to the foodExplain your choice which piece of information on the label helped you decide?How could this be extended into an investigation?How could you collect valid and reliable data?

Demo or practical: Burn each of the four types of food: Tortilla chip, cornflake, shreddie, bread stick.14Teacher demonstrationPractise beforehandMake sure students can seeWork from a clutter-free benchThe impact should not take too longDevelop a sense of dramaAsk questionsAnecdotes relate it to something of interestTell them what to look for if neededDont get carried away be safeHave a plan BSee CLEAPSS Successful Science Practicals booklet http://www.cleapss.org.uk/attachments/article/0/G30.pdf15Class practicalHow many in a group?Ordering equipmentPupils with health issuesEmergency shut-offsSeating arrangementsStand or sitClothes and hairBagsEye protectionImmediate remedial measuresCount equipment out and inKeep an eye on the whole classSeparate the equipment outComparing the energy content of different foods

Look at the energy content per 100 g of the foodsAttach the labels provided to the washing line in a way that enables you to compare the amount of energy stored in eachWhere do the mystery foods belong?

Demo at NSI, but children would work in small groups. Food labels available in the Strengthening the teaching and learning of energy pack. See final slide of presentation for link.17Managing students working in threes: Allocating rolesWhy threes?May help you support students with SEN and EAL, for example:Student with same home language and better English than 2Native English speakerStudent at early stage of acquisition

Allocate roles, e.g.LeaderReaderTask completer

Recommended book: Phil Beadle How to teach

Introduction to energy as an accounting systemFeynmann suggests that we think of energy as an accounting system.19Use the typical energy values provided to answer these questions:1 How many chocolate bars would Eamonn need to eat to run a marathon?

2 Chris has a burger, chips and a can of drink for lunch. How far could he walk during the afternoon?

3 Chriss friend Rifat has the same for lunch as Chris, but she sits still in class all afternoon. How much of the stored energy from her food is not needed during the afternoon?

4 What happens to the stored energy from food if we dont need all of it to complete an activity?

5 The next day Rifat gets up early and goes for a jog. She doesnt have time to eat any breakfast, but strangely she doesnt seem to have a problem with not having enough energy for the run. How is this possible?See previous slide for values.20Energy

Possible demo: animation from Multimedia Science School conduction tool, which shows the moving particles. Is there a PHET animation?21Some misconceptionsEnergy is a fluid or ingredientEnergy is used upEnergy is fuelHeat and temperature are the same thingEnergy makes things happen

See Driver et al Making sense of secondary science for info about misconceptions across the sciences. Read Atkins Galileos finger for a good chapter about energy.22Energy transformationHeatLightSoundNuclearKineticPotentialGravitationalElasticChemicalElectrical

Describe a bungee jump using the transformation model

Models for teaching energy: Energy transfer modelIn this model the energy is located in one place, and when something happens energy is transferred from that place to another by a process.

The transfer model was advocated by Robin Millar in the National Strategy training. See bibiography on final slide.24Typical use of language:The energy in the battery is transferred to the bulb by electricity and then from the bulb to the surroundings by light. Some energy is transferred to the surroundings by heating.Energy from the Sun is transferred to the leaf cells by light.Energy is transferred from the reacting chemicals to the surroundings by heating and light.A weightlifter transfers energy from his muscles to the bar by lifting (moving) his arms.

Energy transfer

Describe a bungee jump using the transfer model

Pick a starting pointPick an end pointWhere is the energyat the start?Where is the energyat the end?ReviewHas your subject knowledge developed in any way?Facts or conceptsStructure of the topicHow knowledge is producedHas your PCK developed in any way?How to present topics so that others can understand themDifficulties children may haveForcesForces in KS3/4

Overviews of topics are taken from Sang Teaching Secondary Physics29Physics at KS3Year 7 Energy Resources Electrical Circuits Forces and their effects The Solar System

Year 8Year 9 Heating & Cooling Magnets & Electromagnets Light Sound

Energy & Electricity Gravity & Space Speeding up Pressure & Moments

Identifying Forces KS2-3ThrustDragUpthrustWeightTensionFrictionMagneticReaction

Object floating in water:What are the forces on the block of wood?Draw and label the forces.Discuss in pairs: How did you use force arrows?

Reaction force, or normal reaction force, or sometimes normal contact force is equal to the weight, and opposite in direction. Note that in new KS2 curriculum teachers are told not to teach that forces are a push or a pull, but rather that the effect of a force is a push or a pull.31Examples of Yr 6 work on floating and sinkingWhat does this tell you about the level of prior knowledge that Yr 7 students might have?What does this tell you about the potential difficulties of the subject matter?Force arrowsBecause forces cannot be observed directlyUseful to name the forces actingCan show where force is acting and in what directionA way of modelling complex situations more simply to explain or predict the effects of forcesWhich object is the force acting upon?What is causing the force?Language: exerted by, acting on, force exerted on X by YLength of arrow related to size of forceProcess of identifying forcesIdentify which forces are actingIdentify where the forces are actingIdentify the size and direction of the forcesForces: Statics KS3-4ThrustDragUpthrustWeightTensionFrictionMagneticReactionElectrostatic?

Mug lying on a table:What are the forces acting on the mug?Draw and label the forces.

In KS4 and above you will begin to model the object as a point mass. In KS3 its good enough to indicate the force acting at the point of contact.35Balanced forces:Examples of pupil activitiesMaking BridgesStretching springsDraw and label the balanced forces in each activityForces: Statics KS3-4ThrustDragUpthrustWeightTensionFrictionMagneticReactionElectrostatic?

Mug lying on a table:What is the Newtons third law pair of forces?Draw and label the forces.

Make sure you distinguish between balanced forces and Newtons third law pairs.37Dynamics: Forces and motionAristotle Mary Evans Picture Library

There may be parallels between development of childrens ideas and the historical development of scientific ideasBodies fall with speed proportional to their weightsMotion of a falling objectWhat will happen and why?How will you investigate it?

GalileoMary Evans Picture Library

All falling bodies fall with the same motionBecause you havent considered the effect of air resistanceHammer and feather drop on the moonhttp://www.youtube.com/watch?v=5C5_dOEyAfk

NewtonMary Evans Picture Library

Overcoming misconceptionsHelp children to clarify and make explicit their own views and to discuss these views with othersIntroduce some evidence that challenges their viewProvide an attractive alternative:Intelligible they can understand your explanationPlausible they can see that it might be true because it is possible to reconcile with their other viewsFruitful you can explain why this is a better way of looking at the situationForces: DynamicsMisconceptions

This is from the Concept Cartoon book by Keogh and Naylor. What is the misconception? How could it be overcome?45Challenging the misconceptionIntroduce the momentum conceptDemonstrate frictionless motion

Linear air trackFrictionless CD puckForces and motion: GyrocoptersTask: To describe the forces acting on itWhen it is has just started falling and is acceleratingWhen it is falling at a steady speed

Ways of explaining Newtons first law1.If the forces on a mass are balanced (no resultant force) then:if it starts off at rest it will stay at restif it starts of moving in a straight line it will keep on moving at a constant speed in a straight line2.Every body remains in its state of rest or of uniform motion in a straight line unless acted upon by an external resultant force

Getting PracticalA project led by the Association for Science EducationThe fundamental purpose of practical workdomain of objects and observablesdomain of ideaspractical workTo help students to make links between two domains of knowledge:Practical work: Intended learning outcomesTo develop students knowledge and understanding of the natural worldTo help students learn how to use a piece of practical science equipment, or follow a standard science practical procedureTo develop students understanding of the scientific approach to enquiry, and provide practice in implementing itThree categories:Physics PracticalMoment of a forceArchimedes principlePressureEnergy TransferHeat and temperature ice head and handsHeat and temperature huddling penguins(Possibly) Investigating speedThe moment of a force

Archimedes principleWhat numeracy is involved?What stories are involved?What does it say about how science works?

EurekaEstimating pressureWhich is more dangerous to be stepped on by?

Energy Transfer/ TransformationJoin Science Enhancement Programme: www.sep.org.uk

Heat and temperature 1

How would you use ice heads and hands to investigate this scenario?Heat and temperature 2

How would you investigate the effect of penguins huddling?How could we use the datalogger and light gates to investigate motion on a slope?

Investigating speedHow to organise a circusSpread experiments outLabel themGet students into groupsGive each group a starting pointMake sure they know what to do focusGive them a time limit for each stationMove everyone on at the same timeSession ObjectivesTo consider aspects of subject knowledge and pedagogical content knowledge for teaching Energy and Forces in KS3 and KS4Useful resourcesQCA Schemes of work for KS3 science: http://webarchive.nationalarchives.gov.uk/20100612050234/http:/www.standards.dfes.gov.uk/schemes2/secondary_science/?view=getTeaching Secondary Physics by David SangTalk Physics: http://www.talkphysics.org/ Register and then download SPT materialshttp://www.nuffieldfoundation.org/practical-physicsConcept cartoons by Keogh and NaylorSuccessful Science Practicals: http://www.cleapss.org.uk/attachments/article/0/G30.pdfAssociation for science education: http://www.ase.org.uk/home/National Strategies materials:http://www.teachfind.com/national-strategies/strengthening-teaching-and-learning-forces-key-stage-3-sciencehttp://www.teachfind.com/national-strategies/strengthening-teaching-and-learning-energy-tutors-packMaking Sense of Secondary Science by Ros Driver et al.Teaching about Energy: http://www.york.ac.uk/media/educationalstudies/documents/research/Paper11Teachingaboutenergy.pdfInteractive simulations: http://phet.colorado.edu/en/simulations/category/physicsPhil Beadle How to TeachBill Rogers Classroom Behaviour

Links checked 09/07/1262