9/22/2019 33448906 PHSE 122 activity 1 Nonzuzo Maphumulo LAURYNMAPHUMULO@GMAIL.COM Activity 2 1. Cognitive resources a. What are cognitive resources Robust reasoning structure: common naïve conception Modular reasoning structure: primitive and faces Activating resources from everyday experience structure: situated cognition b. Factors promoting learning Constructive principle Context principle Change principle Individuality principle Social learning principle c. Factors inhibit learning Cognitive conflict Bridging Restricting the frame d. Classroom strategies which promote the use of cognitive resources Constructive principle Context principle Change principle Individuality principle Social learning principle (da Vinci, 2000:25-43) 2. (Khan Academy, 2019) Relevant equation (a) sequence in which concepts need to be done in class vš 2 = š£š 2 + 2šš because it start from the rest š£š 2 will be 0 vš 2 = 2š. š Start by defining the concepts with general knowledge. š¹ vš 2 = 2 (š) . š š¤āšāš šš šššš¢š š”š vš 2 = 2 Then explain them in physics Because F.d is equal to Work then vš 2 = 2 1 šš 2 2 = š Kinetic energy Potential energy W=M.g.h Work Work-energy W=m.a.d vš 2 = vš 2 + 2ad vš 2 − vš 2 = 2š. š vš2 −vš 2 2š W=m. d Definition of key concepts ļ· ļ· ļ· ļ· ļ· ļ· Work is energy transfer by a force Energy is measurement of the ability to do work Kinetic energy is the energy on object has because of its motion Potential energy 3 Law of conversation of energy state that the energy cannot be created or destroy it get transfer from one form to `another Mechanical energy is the sum of potential energy and kinetic energy in the system. W=m. vš2 −vš 2 2 1 2 1 2 W= švš 2 − švš 2 Mechanical energy EM= Ek+ Ep š¹.š š š š 3. (a)Comment about the relevance of each misconception 1. Energy is lost in numerous energy transformations. Throughout the energy transformation, the quantity of energy input is unchanging to the energy output. 2. There is no association amongst matter and energy. System can transfer energy to a new system by transferring matter to it so there is a relationship between matter and energy 3. If energy is stored, why are we running out of it? It’s because energy may be stored without being present as a matter 4. Energy can be changed absolutely from one form to another (no energy losses). According to law of conversation energy state that energy cannot be created or destroy it get transfer from one another. 5. Things “use up” energy. Things use energy when you misuse them such as electricity. You can buy something that can save electricity so that it not easily wasted. 6. Energy is confined to some particular origin, such as what we get from food or what the electric company sell. Energy is lost from many energy transformation 7. An object at rest has no energy. The object has energy whether it’s at rest or moving (potential energy) 8. The only type of potential energy is gravitational. Gravitation is the force that an object experience when it is going up or down. 9. Gravitational potential energy depends only on the height of an object Gravitational potential energy depends on the upward or downward motion of an object. 10. Copying the speed of a moving object pair the kinetic energy. Kinetic energy is the energy that is needed to start the object to move so the speed does not double the kinetic energy. 11. Energy is a “thing.” This is a fuzzy notion, probably because of the way we talk about newton-meters or joules. It is difficult to imagine an “amount” of an abstraction. Energy is the ability to do work so it’s not a thing. 12. The terms “energy” and “force” are interchangeable. Energy is the ability to do work and force is a unit per so they are not interchangeable 13. From non-scientific point of view, “work” is synonymous with “labour.” It is hard to convince someone that more “work” is probably being done playing football for one hour than studying an hour for a quiz. Labour and work are synonymous but as for physics concepts work is the energy transferred by a force. (Misconception about energy). (b) Discuss classroom strategies to address these misconceptions Recognise the misconception in each and every individual learner. Revise the work that is done by each students to see if there not any misconception Encourage learners to create groups to create a participating learning Also encourage the cooperative learning in class. Learners must be able to do thing for themselves identified as active learning. (Meyers. 2007:15) Reference list da Vinci, 2000. Cognitive principles and guidelines for instruction. http://efundi.nwu.ac.za/access/content/group/fc68510a-f86b-4079-b3cae8542a629d8f/Eenheid%207%20_%20Unit%207/PHSE%20122%20SU%207.2%20 Cognitive%20resource.pdf Date of access: 26 Sep. 2019. Khan Academy. 2019. Work and energy. https://www.khanacademy.org/science/physics/work-and-energy Date of access: 26 Sep. 2019 Misconception about energy. https://sites.google.com/site/scienceinanutshell/misconceptions-about-energy Meyers, K. 2007. Examining how teaching strategies alter the misconceptions of Middle School science. The College at Brockport: State University of New York. (Thesis- EHD).
