In this lesson, you will learn the concepts that you can use to investigate
the relationship between the amount of force applied and the mass of the
object to the amount of change in the object’s motion.
K-12 Module in Science Grade 8 [All Gradings]Daniel Manaog
==========================================
K-12 Module in A.P. Grade 8 Second Grading!
Want to Download?
Click Here => http://www.slideshare.net/danielmanaog14/savedfiles?s_title=k12-module-in-science-grade-8-all-gradings&user_login=danielmanaog14
==========================================
This module we use last year I have no Idea if this module will be use on school year 2014-2015 of Grade 8
But I think Deped already Give copy of this Module to all school
Though I'm sharing it just in case
I hope this help you
This pdf file contains grade 8 science learning materials provided to us by the Department of Education during our seminar on the Implementation of the K-12 program held at CNU
In this lesson, you will learn the concepts that you can use to investigate
the relationship between the amount of force applied and the mass of the
object to the amount of change in the object’s motion.
K-12 Module in Science Grade 8 [All Gradings]Daniel Manaog
==========================================
K-12 Module in A.P. Grade 8 Second Grading!
Want to Download?
Click Here => http://www.slideshare.net/danielmanaog14/savedfiles?s_title=k12-module-in-science-grade-8-all-gradings&user_login=danielmanaog14
==========================================
This module we use last year I have no Idea if this module will be use on school year 2014-2015 of Grade 8
But I think Deped already Give copy of this Module to all school
Though I'm sharing it just in case
I hope this help you
This pdf file contains grade 8 science learning materials provided to us by the Department of Education during our seminar on the Implementation of the K-12 program held at CNU
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Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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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8. Question 2:
What does balance mean in scientific terms
when we are referring to forces?
Answers:
The forces are the same.
The forces are cancelling each other.
One force counteracts the other.
9. Question 3:
How could you illustrate or represent balanced
forces? Answers:
Some possible representations are:
seesaw , a balance beam , or a weighing scale
11. Lesson Purpose and Intention
Help students use symbols in
communicating information in
Science
Differentiate balanced and
unbalanced forces
How forces can affect the way an
object moves
17. Net Force
ois the sum of all forces acting on an object;
oWhen the forces acting on an object are balanced, there is
no net force and so the object will not move.
oWhen the forces acting on an object are unbalanced, there
is net force and so the object will move.
18. Question 1:
What does equal forces mean?
Answer:
The same sized forces – two or more
19. Question 2:
What are some ways that the motion of objects
might be changed?
Answer:
They could start moving from being still
They could speed up
They could change direction
They could stop moving
21. Question 3:
What needs to happen for a force to
change an object’s motion?
Answer:
If an object is still, you would need to apply a force to it to
make it move.
If an object is moving, you could apply a force to it to make it
slow down, to make it change direction, or to make it go
faster.
22. Question 1:
In Lesson Activity 1, The stimulus shows four
ways to represent forces using symbols.
Which situations are representing balanced
forces?
Answer:
Situation 1 and 4
23. Question 2:
In Lesson Activity 1, Assuming the square objects are
the same size and mass, what do you predict would
be the movement of the objects in each situation
when the forces represented were applied to the
objects?
Answers:
The object in situation 1 will not move.
The object in situation 2 will move to the right.
The object in situation 3 will move to the left.
The object in situation 4 will not move.
24. Question 3:
Write a general statement that describes the
relationship between forces and the motion of an
object?
Answers:
If the forces acting on an object are balanced, the object will not
move.
If the forces acting on an object are unbalanced, the object will
move.
If there is no net force, the object will not move.
If there is a net force, the object will move.
AIM. Ask a question.
METHOD. What to do/procedure.
RESULTS. What you measured/data.
CONCLUSION. What you learned.s
AIM. Ask a question.
METHOD. What to do/procedure.
RESULTS. What you measured/data.
CONCLUSION. What you learned.s
AIM. Ask a question.
METHOD. What to do/procedure.
RESULTS. What you measured/data.
CONCLUSION. What you learned.s
AIM. Ask a question.
METHOD. What to do/procedure.
RESULTS. What you measured/data.
CONCLUSION. What you learned.s
We want to be sure we know and understand about fair testing.
Ask the students to complete the task below by watching the headings with their role/purpose. Explain that they are to use arrows to complete the matching/task. Ask students to provide answers and discuss where needed.
Refer students to the main lesson stimulus and read out the text.
Ask students to reads the text to themselves.
Ask the students if there are words that they are not familiar with and give descriptions of any words that may be problematic.
Ask the students if there are words that they are not familiar with and give descriptions of any words that may be problematic.
Answer: He should use a thermometer
Answer: He should use a thermometer
Answer: He should measure the size of the balloons by weighing them three times.
Answer: He should use a thermometer
Answer: All the balloons he is using must be the same type and the same size to begin with.
He must use the same scales to weight the balloons and the same thermometer to measure the temperature each time.
He must do the experiment all on the same day so that the weather conditions are the same for all the measurements.
Answer: All the balloons he is using must be the same type and the same size to begin with.
He must use the same scales to weight the balloons and the same thermometer to measure the temperature each time.
He must do the experiment all on the same day so that the weather conditions are the same for all the measurements.
Answer: All the balloons he is using must be the same type and the same size to begin with.
He must use the same scales to weight the balloons and the same thermometer to measure the temperature each time.
He must do the experiment all on the same day so that the weather conditions are the same for all the measurements.
Answer: All the balloons he is using must be the same type and the same size to begin with.
He must use the same scales to weight the balloons and the same thermometer to measure the temperature each time.
He must do the experiment all on the same day so that the weather conditions are the same for all the measurements.
Describe the components of a scientific investigation and we want to be sure we know and understand about fair testing.
