PD Videos: Mechanics

These videos show various ideas for teaching mechanics in A level Mathematics/Further Mathematics lessons. Each video is approximately five minutes in length and demonstrates a different aspect of teaching mechanics.

The videos were filmed at Ivybridge Community College in March 2017.

Questions for reflection:
  • What are the key misconceptions that students might have?
  • How can graphical representations help to develop students’ understanding?
  • How can you use dynamic graphing software to deepen understanding of kinematics?
Related resources:

 Lesson plan and resourcesOpens a new window  PresentationOpens a new window  Interactive modelling resourcesOpens a new window

Questions for reflection:
  • Why might it be advantageous to run a lesson like this early on in a mechanics course?
  • What simple experiments can be done in a classroom to help students ‘feel’ forces?
  • How can you guide your students towards discussing their intrinsic understanding of forces in a more mathematical way?
Related resources:

 Lesson planOpens a new window  PresentationOpens a new window

Questions for reflection:
  • To what extent can conceptual understanding be developed before the introduction of numbers and equations?
  • What key misconceptions can be dispelled through practical work?
  • How do you account for varying levels of student experience/confidence when setting up this sort of activity?
Related resources:

 Lesson planOpens a new window  PresentationOpens a new window  Sample Integral resources for MechanicsOpens a new window

Questions for reflection:
  • What are the main types of forces students need to be able to identify?
  • Which scenarios often lead to errors in force diagrams, and how can you anticipate and correct these?
  • What questioning strategies are useful for this sort of task?
Related resources:

 Lesson plan and activitiesOpens a new window  PresentationOpens a new window

Questions for reflection:
  • How can a student’s general understanding of mechanics benefit from modelling a real problem?
  • How can you structure a modelling task to encourage the ‘simplify and then refine’ approach?
  • What questioning strategies are required to guide students in the right direction?
Related resources:

 Lesson plan and activitiesOpens a new window  PresentationOpens a new window  Engineering resourcesOpens a new window

PD Videos: