This document discusses the concepts of work, potential energy, and kinetic energy. It provides examples of calculating work using the formula W=Fd, where W is work, F is force, and d is distance. Potential energy is defined as energy due to an object's position and is calculated as PE=mgh, where m is mass, g is gravitational acceleration, and h is height. Kinetic energy is the energy of a moving object and depends on an object's mass and velocity. The document also discusses how power relates to work and time, with greater power requiring more work done in less time.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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2. Class Recap
If the FORCE and the OBJECT moves in
__________ direction of the force applied.
WORK IS DONE
the same
3. Class Recap
If the FORCE and the OBJECT moves in
__________ direction of the force applied.
NO WORK IS DONE
not the same
4. Class Recap
There is no movement/motion of the
force you applied.
NO WORK IS DONE
5.
6.
7.
8.
9.
10. Example:
Suppose a woman is pushing a
grocery cart with a 500N force along
the 7 meters aisle, how much work
is done in pushing the cart from end
to end of the aisle to the other.
11. W = Fd
W = 500N (7m)
W = 3500 Nm
W = 3500 J
Solution
12. In a baseball game, Lyren
hit the ball with a force of 25
Newtons. This sent the ball
flying through 400 meters in the
midfield. How much work did
Lyren do on the ball?
13. W = Fd
W = 25N (400m)
W = 10,000 Nm
W = 10, 000 J
14. 1. A force of 500N is needed
to push a cabinet across a lot.
Two students push the cabinet
5m. How much work is done?
15. 2. Leo uses a force of 15N to
push a grocery cart a distance of 4
meters. How much work does he do?
16. 2. Leo uses a force of 15N to
push a grocery cart a distance of 4
meters. How much work does he do?
17. 3. A pail of water exerted a force
of 14N is carried to a height of 2
meters from the ground to the house,
how much work is done on the pail of
water?
19. Potential Energy
Stored energy due to the position of
an object. You call it potential energy
because it has the energy that is
ready to be released.
22. Potential Energy
The heavier an object is, the more
gravitational potential energy it
has.
The higher an object is, the more
gravitational potential energy it
has.
28. When a 1.0 kg book is lifted 0.5m from the
table, the force exerted in lifting the book is
equal to its weight. What would be the
potential energy of the book in reference from
the table?
Calculating Potential Energy
29. Calculating Potential Energy
PE = mgh
Mass = 1 kg
Gravity = 9.8 m/s
Height = 0.5 m
PE = mgh
PE = (1 kg) (9.8) (0.5)
PE = 4.9 J
2
30. A 1 kg book has a potential energy of 10J. How
high is it above the table?
PE = 10 J m = 1 kg g= h=?
Calculating Potential Energy
9.8 m/s 2
31. 1. What is the
potential energy
of a 4 kg box
lifted to 10
meters high?
2. What is the
potential energy of a
3 kg box lifted to
12.5 meters high?
41. Work, Energy and Power
Same mass of bag but lifts
shorter time = greater
mechanical power
Same amount of work, power
output is inversely proportional
to time.
42. Work, Energy and Power
Less time in performing the
same amount of work means
greater power output.
43. Work, Energy and Power
Same time of in lifting the bag
but bag is heavier = greater
mechanical power
Power output is directly
proportional to work
44. Work, Energy and Power
More work done for the same
amount of time means greater
power output.