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Editor's Notes

• #4: Use this question for getting attention; state that “This picture is from the movie martian. In this movie, a person was left on mars and a rescue team can come only close enough to mars but can not land. The person left on mars must jump with using a machine and be gripped by the rescue team which is also moving under the gravitational pull. How much an exact spot to meet can be calculated if you know the acceleration and initial speeds of both objects?” *Then state that “to answer this question, let me solidify the question with numbers” use this sentence as a link for the next slide. *Then specify this question with numbers with question 4 of chapter 2
• #5: *Ask this question as a numerical example of getting attention question. (do not solve the question, just let them see the equation of speed is not enough and move to the next slide.) (There can be some students who recall the method of calculating the area of the distance-time graphs. In such cases, do not let them to explain in front of the class)
• #7: *With using this picture, stress that we can either focus on information of distance covered or how much away and which direction from starting point. *Then explain that we call the second type vector quantities.
• #8: *ask them first if we add 2 vectors in the same direction and the same magnitude, will it be equal to the same vector sum if they are in opposite directions (expect no and show the second figure and state “ both vectors have 5N magnitude what will be a resultant vector?” *After that state “there must be some rules. It is not just adding them since directions are important” Show head to the tail method.
• #9: *let them do the examples *Then, state that there is no subtraction in vectors but adding same vector with opposite direction.
• #10: *Firstly, show the triangle and let them prove why the magnitude of the resulting vector is 50 m. *Secondly, let them calculate the angle and express it. *Finally, show the answer to these questions and stress that it is valid only for the vectors that are perpendicular to each other. Then state that what if the angle between two vectors is not the right angle? (use this question as a link to slide after examples)
• #11: *Answer is B
• #12: *Answer is B
• #13: *Answer is B
• #14: *This method is used in structured questions when the question is stated as drawing a scale diagram and the student must use a ruler to solve the question. *Stress that while adding the vectors, the angle between them must be retained.
• #15: *Firstly, state that to understand the difference between speed and velocity, we have to start with the difference between distance and displacement. *Secondly, show the definitions of them. *Finally, state that this leads us to two quantities to express how fast the object is moving.
• #16: *First of all, want them to remember the definition of speed and instantaneous speed. Don’t forget to state how the equation can be manipulated. Also state new notation (difference with IGCSE) with the last table(Instead of m/s, ms-1 )
• #20: *Firstly, let them make predictions about the methods. Then introduce just using ticker-timer since other methods will be used in different topics. *Secondly, do the experiment seen in the video (You can click on the YouTube symbol to open short footage in which an experiment with a ticker timer is seen.) *Thirdly, show the figures and sentences related to the spacing between dots. *Finally, let them discuss what other methods they know to measure speed.
• #23: *Firstly, stress that we rely on graphs to express any variable is changing with another variable. The interpretation of graphs is really important in physics. Let’s start with how to draw them. *Secondly, show the data of a trolley and want them to draw a graph. *Thirdly, let them predict how to find the velocity of the trolley in the first 3 seconds. *Finally, show the relationship between gradient and velocity.
• #24: *Firstly, state that it is time to interpret different graphs. *Secondly, show each graph and let them predict the motion related to graphs.
• #26: *Firstly, show the graph with constant velocity and ask them to calculate displacement in 15 s. *Secondly, ask the same question for the second graph. Then relate the area under the line of the velocity-time graph and displacement. *Finally, click on the phet symbol. Use the simulation to give initial information to the students then run the simulation and let them draw graphs of displacement time and velocity time. You can either show one of the displacement-time graphs and then let them convert it to velocity- time or you can do the experiment seen on the video and let them convert the graph to another type. (just click on the YouTube symbol)
• #27: *Answer is A
• #28: *Answer is B
• #29: *Answer is A
• #34: Let’s solve our getting attention question. Use the graph method instead of suvat equations since students don’t know them yet.
• #35: I will make a brief summary with this slide.