Motion, Forces, and Energy by Michael J. PadillaMichael J. Padilla is Director of the Eugene T. Moore School of Education and Associate Dean of Educational Collaborations at Clemson University, since Spring 2007. Before then he was Aderhold Distinguished Professor of Science Education at the University of Georgia in Athens, Georgia.
Padilla received a B.S. in biology from the University of Detroit in 1967, an M.Ed. in science education from Wayne State University in 1972, and a Ph.D. in science education from Michigan State University in 1975.
He began his career as a middle and high school science teacher, and then taught at the University of Victoria in British Columbia. In 1978 he went to the University of Georgia, where he rose from assistant to full professor, to associate dean.
National Science Teachers Association
In 2005-2006 he was president of the National Science Teachers Association, from which he had received the NSTA Distinguished Service Award in 2003. Padilla is well known to the international science education community and engaged in a cooperative research project with Japanese scholars on Japanese education. The theme of his presidency was Developing a World View for Science Education.
When President George W. Bush suggested teaching Intelligent design in classrooms, then NSTA president Padilla replied: It is simply not fair to present pseudoscience to students in the science classroom, and that Nonscientific viewpoints have little value in increasing students knowledge of the natural world.
He is currently the chairman of the NSTAs International Advisory Board.
He helped develop the National Science Education Standards and has written extensively about science education, writing many articles, books and book chapters, among them the Science Explorer series . Michael has inspired the team in developing a program that meets the needs of middle school students, promotes science inquiry.
Resources: Prentice Hall Science Explorer (books).
Forces of Motion
Force and Motion
We cover different topics in different chapters in different grades but that doesn't mean that they are not related. In fact, it is very important to note that all of the different topics related to mechanics forces, mechanical energy, momentum, rectilinear motion actually form a consistent picture of the same physical system. There have been examples where we've shown the same results using two methods, for example determining speed or velocity using equations of motion or conservation of mechanical energy. Learning about work will help us tie everything we've learnt about previously together. Work will allow us to connect energy transfer to forces, which we have already linked to momentum and the equations of motion. When a force tends to act in or against the direction of motion of an object we say that the force is doing work on the object.
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Most of the phenomena in the world around you are, at the fundamental level, based on physics, and much of physics is based on mechanics. Mechanics begins by quantifying motion, and then explaining it in terms of forces, energy and momentum. This allows us to analyse the operation of many familiar phenomena around us, but also the mechanics of planets, stars and galaxies. This on-demand course is recommended for senior high school and beginning university students and anyone with a curiosity about basic physics. The survey tells us that it's often used by science teachers, too. The course uses rich multimedia tutorials to present the material: film clips of key experiments, animations and worked example problems, all with a friendly narrator. You'll do a range of interesting practice problems, and in an optional component, you will use your ingenuity to complete at-home experiments using simple, everyday materials.