The document outlines an orientation module for teaching physics, including 6 topics: subject introduction, scheme of studies, lesson planning methodology, copy checking criteria, assessment and evaluation, and paper checking criteria. The topics provide information on introducing physics, following the scheme of studies, developing lesson plans, evaluating student work, and grading examinations. The overall aim is to equip teachers with the knowledge and tools to effectively teach the subject of physics.
Let Us Make the Difference in Our Numeracy Classrooms: Advanced Certifcate in...Saide OER Africa
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At Wits University in 2009 an ACE in Foundation Phase mathematics was offered along-side many other ACE programmes initiated as a result of the departmental roll-out of bursaries for teachers to improve their qualifications. Manono Mdluli had heard about the ACEMaths materials and chose to use them for one of her modules. But she wrote a full wrap-around guide for the tutors who would lecture the course so that all classes (which had to run parallel) would use the ACEMaths materials in a similar way. This guide was written to focus the pedagogical input at the Foundation Phase level.
Development of a science learning and teaching unit Nicole Valerio
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Some Problems of Formation of Scientific Competencies Based on Studying Probl...ijtsrd
The article discusses the role of physics in the formation of students scientific outlook in general secondary schools, understanding the nature of physical phenomena and laws through in depth observation, increasing student activity and interest in science, and solving problems in computation. T. O. Buzrukov "Some Problems of Formation of Scientific Competencies Based on Studying Problems in Physics" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49600.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49600/some-problems-of-formation-of-scientific-competencies-based-on-studying-problems-in-physics/t-o-buzrukov
Let Us Make the Difference in Our Numeracy Classrooms: Advanced Certifcate in...Saide OER Africa
Foundation Phase Wrap-around Guide to accompany the ACEMaths materials (Six units) (Wits, Johannesburg, South Africa) Adapted by Manono Mdluli.
At Wits University in 2009 an ACE in Foundation Phase mathematics was offered along-side many other ACE programmes initiated as a result of the departmental roll-out of bursaries for teachers to improve their qualifications. Manono Mdluli had heard about the ACEMaths materials and chose to use them for one of her modules. But she wrote a full wrap-around guide for the tutors who would lecture the course so that all classes (which had to run parallel) would use the ACEMaths materials in a similar way. This guide was written to focus the pedagogical input at the Foundation Phase level.
Development of a science learning and teaching unit Nicole Valerio
Hello Sir
We are a premier academic writing agency with industry partners in UK, Australia and Middle East and over 15 years of experience. We are looking to establish long-term relationships with industry partners and would love to discuss this opportunity further with you.
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Some Problems of Formation of Scientific Competencies Based on Studying Probl...ijtsrd
The article discusses the role of physics in the formation of students scientific outlook in general secondary schools, understanding the nature of physical phenomena and laws through in depth observation, increasing student activity and interest in science, and solving problems in computation. T. O. Buzrukov "Some Problems of Formation of Scientific Competencies Based on Studying Problems in Physics" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49600.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49600/some-problems-of-formation-of-scientific-competencies-based-on-studying-problems-in-physics/t-o-buzrukov
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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2. Topic 1 : Subject Introduction
Topic 2 : Scheme of Studies (SOS)
Topic 3 :
Methodology with reference to
Lesson Plan
Topic 4 : Copy Checking Criteria
Topic 5 : Assessment and Evaluation
Topic 6 : Paper checking Criteria
1.Know about Physics as subjects and its
formation.
2.Understand SOS and way to
implement it in the class
3. Develop lesson hierarchy and
linkages.
4.Model Copy making and its
parameters.
5. Usage to Assessment and Evaluation
technician during lesson and Terms
exams.
6. Explain the paper checking Criteria
w r t BISE(s).
Topics : Aims / Objects:
3. Topic 1 : Subject Introduction
1. Physics - Introduction
2. The word physics is derived from the Greek word
“Fusis”, meaning nature.
3. The study of nature and natural phenomena is
dealt in physics.
4. Physics is considered as the most basic of all
sciences.
4. Physics : Its Meaning
• Physics as a fundamental science helps
to uncover the laws of nature.
• The language of its expression is
Mathematics.
5. Natural Phenomena to Law of nature
Natural Phenomena Law of Gravity
Extended Law’s
1. Three Laws of
Motion
2. Laws of Gravitation
3. Inventing
Calculus/rate to change
6. • This students must be taught and realise that all natural phenomena
including the ones studied in Biology (the human body) are governed
by principles/laws of physics.
• Physics is the basic building block for Engineering and Technology.
• Physics is an inevitable subject of study.
• Discoveries
Two types of discoveries in physics
1. Accidental – Example : Magnetism
2. Systematically developed and analysed in labs
a. (Experimental – Example : transistor)
b. (Theoretical Prediction-Example : E=mC2 )
8. The correct way to learn is to Physics
• Understand the concept; express the same in the language of
mathematics which are equations.
• Each equation conveys the meaning of a phenomena or relationship
between various parameters in the equation.
• Such relationships can be diagrammatically expressed as graphs.
Visualising the nature of an equation will improve analytical thinking.
• This interlink should be clear in mind while going through the entire
text.
9. Class 9 Section 1
• Mechanics
A branch of physical science that deals with forces and their effects on
bodies.
10.
11. How to begin the class?
• Initiate a dialogue before directly writing the topic
on the board
• Examples should trigger curiosity to learn and also
trigger the thinking process
• Examples should help students to link class room
learning to every day experiences/ observations.
12. Suggested method of teaching
1. Demonstrate – Use the activities, illustrations, animations included through QR
code in relevant topics.
2. Discussion among students – Use information provided in ‘Do you know’ and
‘Note’ in relevant topics.
3. Use the text content as the essential reading material to become familiar with
the concepts – very carefully build the concepts from basic to advanced – the
manual will help to organize the teaching material (class room transaction) so that
the essential points are covered with clarity.
4. Workout example problems without skipping the order. Example problems are
very carefully placed not only for concept building but to build confidence –
teacher can work out a few in class and ask students to work the rest and discuss in
class.
5. Solved examples given at the end of the book unit can be worked out by
students in groups (to enable peer learning) or in exclusive tutorial classes.
13. Caution:
• Mechanics teaching and learning is incomplete
without problem solving sessions.
• Text book covers different types of problems carefully
chosen to give strong foundation with cases.
14. General Objects
In this book, student is exposed to :
1. excitement generated by the discoveries/Inventions in Physics.
2. an understanding of physical quantities/ terms with SI
systems of units.
3. an understanding Instruments to measure physical quantities.
4. usage of physical quantities and real life.
5. Reasons to accepts and rejects.
19. Example : Unit 2 Kinematics
2.1 • Rest and motion
Definition + examples + Pictures from Books
2.2 • Type of motion (Translatory, rotatory, vibratory)
Definition + examples + Pictures from Books
Assessment in Class : Mini Exercise page # 32 (Concept clear)
2.3 • Scalars and Vectors
Definition + examples + Pictures from Books + Numerical Examples
2.4 • Terms associated with motion;
2.3.1 o Position
2.3.2 o Distance and displacement
2.3.3 o Speed and velocity
2.3.4 o Acceleration
Definition + examples + Pictures from Books + Numerical Examples
20. 2.5 • Graphical analysis of Motion;
2.5.1 o Distance-time graph
2.5.2 o Speed-time graph
Do you know (Real life Experience Page no 40)+ Explain+ Figure /Graph from Books
Use Numerical Examples to clear the concepts
2.6 • Equations of Motion;
2.6.1 o S = vt
2.6.2 o 𝑉𝑓 = 𝑉𝑖 + at
2.6.3 o S = 𝑉𝑖t + ½ a𝑡2
2.6.4 o 𝑉𝑓
2
– 𝑉𝑖
2
= 2 a S
Derivation + Numerical Examples
2.7 • Motion due to gravity
Real life Pictures from Textbook page #49 + Definition + Numerical
examples
21. Review
check the students’ understanding and skills
• Summery ( Important points / terms / Units / Formulas)
• Assessment
• Textbook Questions
• MCQs
• Short Questions
• Long Questions
• Numerical Questions
• Additional Question if require
22. Use of Remedial Classes
• Extra Couching
• Video Resources web link given
25. Concept Mapping
• develop a concept map based on their sequential understanding of
the concepts covered.
• Concept map given can be used as a model.
Refer (Resource Material Topic 2.1 : Rest and Motion)
KINEMATICS
Rest
Does not change its position WRT its
surronding
Motion
change its position WRT its surronding
26. Concept Mapping with Linkages
• Topic 2.1 Rest and Motion
(Introduction (Real life Phenomena- use textbook material )
+ Phenomena ------- leads to ------- Definition ------- different cases)
• Topic 2.2 Types of Motion
(Start with assessment / Question answer with students then -------
leads to ------- Definition ------- and different types)
27. External Resource
• TLV (Teaching learning Videos) – Web Link
https://elearn.gov.pk/onlineApp/newchp.php?g=9&s=Physics
• Teacher Guide
https://elearn.gov.pk/books/techersGuide/9th10th/Physics/index.html
Recommended these videos for better understanding, especially for
Remedial Classes and Extra coaching.
28. Topic 4 Copy Checking Criteria
Copy Checking is an Art
When you are teaching topic 2.1
2.1 Rest and Motion (Home Assignment + Remember it)
1. Define Kinematics.
• Answer: KINEMATICS
2. What is the difference between rest and motion?
• Answer: DIFFERENCE BETWEEN REST AND MOTION
Use Resource Material and Put a Date on the copy head
29. Topic 5 : Assessment and Evaluation
• Next day asked 2 to 3 students to answer the yesterday short
questions:
That is :
1. Define Kinematics.
2. What is the difference between rest and motion?
First asked with the Good student and Second/Third with the another
student whom do you like.
30. Topic 6 : Paper checking Criteria
1. Define Kinematics.
Answer: KINEMATICS (Bold with underline)
Kinematics is the study of motion of an object without discussing the
cause of motion.
Rubric :
Definition with Correct Sentence. Two (2) marks is awarded to the
student.
31. Rubric :
Comparison of two definitions. Two (2) marks is
awarded to the student.
2. What is the difference between rest and motion?
Answer: DIFFERENCE BETWEEN REST AND MOTION (Use T Chart)
Rest Motion
1. A body is said to be at rest,
if it does not change its
position with respect to its
surroundings.
2. A body is said to be in
motion, if it changes its
position with respect to its
surroundings.