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By the end of this session, teachers should be able to :

•Demonstrate a deep understanding of the concepts related to Force and Motion, Work, and Energy,

•Explore the challenges students face in comprehending complex scientific concepts related to Force and Motion, Work and Energy.

•Apply real-world examples into lessons, providing a practical context for understanding Force and Motion, Work, and Energy.

•Develop problem-solving skills for challenges faced in teaching Force and Motion, Work, and Energy.

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Timeline                                                                    Session 1  

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Timeline                                                                    Session 1  

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Timeline                                                                    Session 2 

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Timeline                                                                    Session 2 

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In your role as a teacher, please specify the challenges you have encountered in teaching motion to students.

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In your role as a teacher, please specify the challenges you have encountered in teaching motion to students.

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Individually

Objectives: Identifying the challenges that teachers face in teaching Motion to students.

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Solve:                                         A car travels at a constant speed of 30.0 m/s for 0.8 hr. Find the total distance traveled in km.

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Solve:                                         A car travels at a constant speed of 30.0 m/s for 0.8 hr. Find the total distance traveled in km.

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Group Work

Solve the question, You will have 5 minutes to complete the task which will be followed up with a group discussion.

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What are some potential future movements or changes in the Earth's crust, and how might they impact the Earth's surface?

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What are some potential future movements or changes in the Earth's crust, and how might they impact the Earth's surface?

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Individually

Solve the question, You will have 4 minutes to complete the task which will be followed up with a group discussion.

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Explain how two objects could have the same velocity but different momentums?

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Explain how two objects could have the same velocity but different momentums?

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Individually

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What is the reason for the acceleration of the horses on the carousel, even though their horizontal speed remains constant?

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What is the reason for the acceleration of the horses on the carousel, even though their horizontal speed remains constant?

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Individually

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Timeline                                                                                    Session 2

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Timeline                                                                                    Session 2

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Practical ideas on work :     Find a partner. Together, figure out what 'work' means in Physics and talk about how you'd explain it with real-life examples to your students.

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Practical ideas on work :     Find a partner. Together, figure out what 'work' means in Physics and talk about how you'd explain it with real-life examples to your students.

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In Pairs

The goal is to understand the challenges students might face and come up with simple ways to help them. Share your ideas with everyone to learn from each other. Let's keep it straightforward and practical!

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In your groups, discuss why the direction of force matters in how much work you do.

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In your groups, discuss why the direction of force matters in how much work you do.

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Group Discussion :

Think about how you'd explain this to your students and come up with examples to help them get it better.

Share your thoughts with the group, and let us make sure we all have clear ways to explain this concept to our students.

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Explain the difference between simple and combined machines, and give examples for each. Think about how combining simple machines can make compound machines.

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Explain the difference between simple and combined machines, and give examples for each. Think about how combining simple machines can make compound machines.

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In Pairs

Share your ideas with the pair, and explore how to make this concept clear for our students

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Individually

1. If a cyclist puts 600 J of work on his bicycle and the bicycle gives out 140 J of useful work. Calculate the efficiency of a cyclist

2. A heat engine gives out 500 J of heat energy as useful work. Determine the energy supplied to it as input if its efficiency is 40%

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In pairs

Discuss the following question:  How are machines useful if the machine’s output work is always less than its input work?

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In Pairs

In pairs, think of a metaphor or analogy that best describes the concept of energy.

This could be linked to any other fields i.e., math, economy, sports etc.

Be creative!

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Group Work

you will collaborate to solve kinetic energy word problems. These problems will range from basic applications of the kinetic energy formula to more complex scenarios involving projectile and rotational kinetic energy. Following the completion of the tasks, you will be required to share your solutions with the entire group.

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Two objects, A and B, have masses of 50 kg and 30 kg, respectively. Object A is moving with a velocity of 10 m/s, and object B is stationary. If object A collides with object B and they stick together after the collision, calculate the final velocity and kinetic energy of the combined system

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A wheel with a moment of inertia of 5 kg·m² is rotating at 10 radians per second. Calculate its rotational kinetic energy and compare it to the kinetic energy of a car with a mass of 1000 kg moving at 20 m/s.

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For this activity, you will collaborate in groups. You will be presented with a set of four word problems related to potential energy. The group that successfully works out the solutions in the quickest time will earn a point for their team

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A mass with a mass of 4 kg is lifted to an incline inclined at an angle of 30 degrees. (The length of the incline is 12 m.)

Calculate the gravitational potential energy

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A cylindrical object with a mass of 10 kg and a radius of 0.5 m is rolled up an incline of 20∘ to a height of 6 m.

Determine its gravitational potential energy.

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A mass of 6 kg is attached to a spring with a spring constant of 200 N/m. The mass is lifted vertically by 20 cm from its equilibrium position. Find its gravitational potential energy at the lifted position.

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Now that we have an understanding of the Law of Conservation of Energy, what are the correct answers to these questions?

Do we create energy at a power plant?

Does the sun create energy?

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Can you think of an example of an example of perpetual motion in the real world?

Individually

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Imagine you a carrying a mug full of coffee (which has some gravitational potential energy), and you accidentally drop it, and it messes on the floor.

Group Work

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In Pairs

Using one of the topics we’ve covered today, from either Forces and Motion, or Work and Energy (e.g. Acceleration or Describing Energy) design a lesson. You are required to make the lesson as practical as possible!

You need to complete this task in pairs, and will have 25 minutes to complete your design, followed by a 20-minute group discussion

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Oracle number: 529200

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283830

الصعوبات التي نواجهها مع الطلبه هي ضعف المهارات الحسابيه لدى الطلبه

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I think Maths and dealing with numbers is the biggest challenge for most students and lack of imagination regarding forces and motion topics

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Some students don't have fundamental ideas about this subject besides they straggling when they strat with calculation issues 

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Some students don't have fundamental ideas about this subject besides they straggling when they strat with calculation issues 

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D=86.4 Km

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Oracle No 529200

Distance =86.400km

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283830

86.4km

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Tectonic motions, earthquakes , faults, lava eruptions.

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Ali Raja                                  Tectonic moving because of the eruptions of lava 

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Ali Raja                                  Tectonic moving because of the eruptions of lava 

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سبب حركه الصفائح ضغط الطبقات الناتج عن تيارات الحمل مما يؤدي الى حركه صفائح تفارب او تباعد او انزلاقيه كما قد تسبب الزلازل والبراكين

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Because of the difference in their mass

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If they have different masses

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Change of direction

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Because of the direction's change

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تختلف بسبب اختلاف الكتله في الاجسام

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التغير في الاتجاه

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Photo

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When a force is applied to a body and there is displacement of the body

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Work can be defined as force applied to make a change in distance.

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define work ?

do an experiment before ?

t.samah

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Starter Activity could be that you show the students two videos one with work done and one without and let them identify which one is with work done

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Pictures showing different directional forces

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Opposite direction will cancel some of the force amount and could lead to zero net force sometimes.

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Works is scalar quantity

meaning it doesn't depend on the direction. Work can be positive, negative, and even zero depending on the direction of the vectors and the angle between them.

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short video

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1- 23.3 %

2- 1250 J

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W in =1250 j

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1. 23.3%

2. 1250 J

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Win =1250J

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23.3

1250

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23.3

1250

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Power

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Ex: lifting a weight

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food

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Stock market

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نسأل الطالب عند مدى قدرته على عمل الاعنال يستطيع او لا يستطيع ؟ لماذا لا يستطيع

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Linking math to the equation of efficiency

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K=1562.5J

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1562.5 J

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1562.5 J

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Scenario 1: 1562.5 J

Scenario 2: 0.00125

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Scenario 1: 235.2 J

Scenario 2: 588 J

Scenario 3: 11.76 J

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scenario 1

235. 2 J

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4*9.8*6=235.2j

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588j

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scenario 2

588 J

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11.76j

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19.6j

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No

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No

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الطاقه لاتستحدث ولكن تتحول من شكل لآخر

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1. No

2. No

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spring

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Earth Rotation.

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The Sun

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spring

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Kinetic Energy , sound

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تتحول من طاقه وضع الى طاقه حركه وطاقه صوتيه

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Potential-->Kinetic-->Sound-->Kinetic