Page 67 - Amos Vusi Msiza Portfolio 216071123

Why is it important for learners Learners will be required to calculate the To wipe out misconceptions
to know this? (CS)
power for different scenarios in the tests Contextualisin
and exams g

What concepts need to be Calculating Work Done Definition of work
taught before teaching this big
idea? (CS)

What else you know about this None None
idea (that you do not intend
learners to know yet). (CS)
Knowledge about students’ None None
thinking which influences your
teaching of this idea.
(Learners’ prior knowledge-
LPK)
What are typical learners’ 1. An object at rest has no energy. None
misconceptions on this big idea 2. Energy is truly lost in many energy
(Learners’ prior knowledge-
LPK) transformations.

3. There is no relationship between
matter and energy.

4. If energy is conserved, why are we
running out of it?

What representations would Real life situations Real life situations
you use in your teaching
strategies?