Physics 1

1. Physics 1 Forces & Energy

2. Bill Rogers “Classroom Behaviour” Behaviour 0. Tactical ignoring • Rule reminder • Rule reminder with warning of consequences • Teacher action • Timeout (short) • Removal Possible teacher action at step 3, 4, 5: • Move student • Write in student planner • Keep student behind (short – long) • Phone home • Natural consequences • Logical consequences Resolve incidents by discussing it with the pupil. Do you know what you’ve done wrong? Why are you behaving like this? How can I help you?

3. “Nobody seems to be able to tell me WHAT to teach or HOW to teach it”

4. Session Objectives • To consider aspects of subject knowledge and pedagogical content knowledge for teaching Energy and Forces in KS3 and KS4

5. Subject knowledge • “Knowing facts or concepts • understanding the structure of knowledge within the subject discipline • and having an understanding of how knowledge is produced in the discipline

6. Pedagogical content knowledge • “Knowing 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 them

7. What is energy?

8. Honda ‘cog’ advert • http://www.tellyads.com/show_movie.php?filename=TA3711

9. Energy in NC consultation • http://alessiobernardelli.files.wordpress.com/2013/04/physics-energy.jpg

10. Energy in Physics KS3/4

11. Physics at KS3 • Energy Resources • Electrical Circuits • Forces • The Solar System Year 7 • Heating & Cooling • Magnets & Electromagnets • Light • Sound Year 8 • Energy & Electricity • Gravity & Space • Speeding up • Pressure & Moments Year 9

12. What if my school has no schemes of work? • In Key Stage Three use the QCA Scheme of work • http://webarchive.nationalarchives.gov.uk/20100612050234/http:/www.standards.dfes.gov.uk/schemes2/secondary_science/?view=get

13. A starting point in Year 7 • It is suggested that we should move from familiar contexts to the less familiar • Hence a possible teaching sequence is Energy in food Energy in fuel Electricity from fossil fuels/alternative resources

14. The energy content of food: which food matches which label? Match the label to the food Explain 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?

15. Teacher demonstration • Practise beforehand • Make sure students can see • Work from a clutter-free bench • The impact should not take too long • Develop a sense of drama • Ask questions • Anecdotes – relate it to something of interest • Tell them what to look for if needed • Don’t get carried away – be safe • Have a plan B

16. Class practical • How many in a group? • Ordering equipment • Pupils with health issues • Emergency shut-offs • Seating arrangements • Stand or sit • Clothes and hair • Bags • Eye protection • Immediate remedial measures • Count equipment out and in • Keep an eye on the whole class • Separate the equipment out

17. Comparing the energy content of different foods Look at the energy content per 100 g of the foods Attach the labels provided to the washing line in a way that enables you to compare the amount of energy stored in each Where do the mystery foods belong?

18. Managing students working in threes: Allocating roles • Why threes? May help you support students with SEN and EAL, for example: • Student with same home language and better English than 2 • Native English speaker • Student at early stage of acquisition • Allocate roles, e.g. • Leader • Reader • Task completer Recommended book: Phil Beadle ‘How to teach’

19. Introduction to energy as an accounting system

20. Use 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 Chris’s 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 don’t need all of it to complete an activity? 5 The next day Rifat gets up early and goes for a jog. She doesn’t have time to eat any breakfast, but strangely she doesn’t seem to have a problem with not having enough energy for the run. How is this possible?

21. Energy

22. Some misconceptions • Energy is a fluid or ingredient • Energy is used up • Energy is fuel • Heat and temperature are the same thing • Energy makes things happen

23. Describe a bungee jump using the transformation model Energy transformation • Heat • Light • Sound • Nuclear • Kinetic • Potential • Gravitational • Elastic • Chemical • Electrical

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

25. Typical 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.’

26. Describe a bungee jump using the transfer model Energy transfer • Pick a starting point • Pick an end point • Where is the energy at the start? • Where is the energy at the end?

27. Review • Has your subject knowledge developed in any way? • Facts or concepts • Structure of the topic • How knowledge is produced • Has your PCK developed in any way? • How to present topics so that others can understand them • Difficulties children may have

28. Forces

29. Forces in KS3/4

30. Physics at KS3 • Energy Resources • Electrical Circuits • Forces and their effects • The Solar System Year 7 • Heating & Cooling • Magnets & Electromagnets • Light • Sound Year 8 • Energy & Electricity • Gravity & Space • Speeding up • Pressure & Moments Year 9

31. Identifying Forces KS2-3 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’? • Thrust • Drag • Upthrust • Weight • Tension • Friction • Magnetic • Reaction

32. Examples of Yr 6 work on floating and sinking • What 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?

33. Force arrows • Because forces cannot be observed directly • Useful to name the forces acting • Can show where force is acting and in what direction • A way of modelling complex situations more simply – to explain or predict the effects of forces • Which object is the force acting upon? • What is causing the force? • Language: ‘exerted by’, ‘acting on’, ‘force exerted on X by Y’ • Length of arrow related to size of force

34. Process of identifying forces • Identify which forces are acting • Identify where the forces are acting • Identify the size and direction of the forces

35. Forces: Statics KS3-4 Mug lying on a table: What are the forces acting on the mug? Draw and label the forces. • Thrust • Drag • Upthrust • Weight • Tension • Friction • Magnetic • Reaction • Electrostatic?

36. Balanced forces:Examples of pupil activities • Making Bridges • Stretching springs • Draw and label the ‘balanced forces’ in each activity

37. Forces: Statics KS3-4 Mug lying on a table: What is the Newton’s third law pair of forces? Draw and label the forces. • Thrust • Drag • Upthrust • Weight • Tension • Friction • Magnetic • Reaction • Electrostatic?

38. Dynamics: Forces and motion

39. Bodies fall with speed proportional to their weights Aristotle There may be parallels between development of children’s ideas and the historical development of scientific ideas Mary Evans Picture Library

40. Motion of a falling object • What will happen and why? • How will you investigate it?

41. All falling bodies fall with the same motion Galileo Mary Evans Picture Library Because you haven’t considered the effect of air resistance

42. Hammer and feather drop on the moon • http://www.youtube.com/watch?v=5C5_dOEyAfk

43. Newton Mary Evans Picture Library

44. Overcoming misconceptions • Help children to clarify and make explicit their own views and to discuss these views with others • Introduce some evidence that challenges their view • Provide an attractive alternative: • Intelligible – they can understand your explanation • Plausible – they can see that it might be true because it is possible to reconcile with their other views • Fruitful – you can explain why this is a better way of looking at the situation

45. Forces: DynamicsMisconceptions

46. Challenging the misconception • Introduce the ‘momentum’ concept • Demonstrate ‘frictionless’ motion ‘Frictionless’ CD puck Linear air track

47. Forces and motion: Gyrocopters • Task: To describe the forces acting on it • When it is has just started falling and is accelerating • When it is falling at a steady speed

48. Ways of explaining Newton’s first law 1. If the forces on a mass are balanced (no resultant force) then: • if it starts off at rest it will stay at rest • if it starts of moving in a straight line it will keep on moving at a constant speed in a straight line 2. Every body remains in its state of rest or of uniform motion in a straight line unless acted upon by an external resultant force

49. ‘Getting Practical’ A project led by the Association for Science Education

50. domain of objects and observables domain of ideas practical work The fundamental purpose of practical work • To help students to make links between two domains of knowledge: