INSTRUCTIONAL MODULE notes

INSTRUCTIONAL MODULE AND ITS COMPONENTS

By Soledad Mina Roguel
Overview
This lesson discusses what an instructional module is all about, its parts, and the
different formats used in writing it. Also included are pointers in writing
instructional objectives and some tips for effective writing.
Modules allow the learners to go through the material at their own pace. They may
be used for self-instruction or to complement instruction. Knowing how to write
learning material in module format is an important skill that trainers should
develop.
Objectives
At the end of this presentation, you are expected to:
1. Define what an instructional module is.
2. Discuss the different components of a module.
3. Write objectives in behavioral terms.
4. Discuss some tips in effective writing.
What is a module?
Russel (1974) defines module as an instructional package dealing with a single
conceptual unit of subject-matter. Modules are designed to help the students
accomplish certain well-defined objectives. With the use of a module, instruction
can be individualized. The learners can go through the material at their own pace
and at their own time. They may also be used to complement instruction.
What are the components of a module?
The format and style of a module may differ depending on its purpose and the
institution where it is developed. See Table 1 for a comparison of different module
formats. As agreed upon in one of the meetings of the Technology Promotion
Program,
for the training manual that will be produced at PhilRice, the com components of
each module should be title, overview, objectives, discussion of content, self-check
test and evaluation activities, and references. A brief description of each part
follows:
Title. It showss the specific topic of the module. A good title should be
clear,concise, and reflective of its content.
Overview. It serves us the introduction of the module and describes jts scope and
rationale. The overview summarizes the content and importance of the module. In
some modules, this section is called introduction, prospectus, or rationale.

Objectives —A common feature of most modules is a statement of learning

objectives. They explain the knowledge, skills, and attitudes you want to teach.
They should be stated in terms of the learners’ behaviors. Objectives allow you to
focus and organize the information you would like to present. They also help the
learners do self-evaluation.

Verbs such as “know” and “understand” are vague and do not tell us what the
learners will be doing to demonstrate their understanding. See Table 2 for a list of
specific verbs that may be used in stating your instructional objectives. Remember
the acronym SMART when writing your objectives.
S - specific
M - measurable
A - attainable
R - realistic
T - time bound

Discussion
In IRRI and Duldulao’s models, objectives and topics are presented together. The

suggested format is together. The suggested format is to present all the

objectives at the beginning and the presentation of content follows based on

the stated objectives.
what information should be included in a training module ??
M i n n i c ( 1 9 9 0 ) classified materials that may be included in any instructional
material as
 Need To Know.
 Nice To Know
 Less Nice To Know.
 Barely Relevant
 Might Be Used Someday
For purposes of training, the materials should be limited to the "need to know"
information that are vital and important. Furthermore, organize your content for
clarity.
As Reddout (1987) noted, the structure is almost as important as the content.
Organize.your material from simple to complex. Include pictures, diagrams, and
other illustrations that may help clarify the information presented including
exercises and hands-on activities that the learners should engage in. Emphasize the
scientific principles and the"why" in the topics being presented.

Evaluation.
A self-check test, exercise, or other means of assessing learning outcomes are
common features of a module. Follow-up activity or topics for discussion to
reinforce learning may also be included.
References.
This a list of books or guides used in preparing the module or other materials that
may be consulted for further understanding or appreciation of the lesson presented.
Style
Another consideration is the style that you should use. Should it be formal,
informal, or conversational? Decide on the treatment you wish to adapt for your
module.
Regardless of the style used, what is important is clarity arid simplicity.
Tips for Effective Writing
Van Daele (1995) gives a number of suggestions on writing training manuals
that are easy to read. They are as follows:
• Write for your audience
• Organize your material
• Rewrite, revise, and edit your material
• Use charts and illustrations to support your message Identify your subject
• Use clear, short, familiar words
• Eliminate unnecessary words
• Keep sentences short and simple
• Use the active voice
• Use the imperative mood
• Use notes
• Use emphasis
• Use ordering techniques.
• Use point form
• Avoid using only male pronouns.
notes
 Use ordering techniques.
 Use point form
 Avoid using only male pronouns.
 Instructional modules are learning materials designed primarily for
independent or self-study. They may also be used to complement instruction.
 The recommended components of the module for PhilRice training manuals
are title, overview, objectives, discussion of topics, self-check test and
evaluation activities and references. What is important to remember is to
write your objectives in behavioral terms, focus on the need-to-know kind of
information, and to write clearly and simply.
References
Duldulao, Virginia A. Let's Produce More Rice (A Training Manual). Muñoz,
Nueva Ecija: Department of Agriculture. Philippine Rice Research Institute, 2000.
blooms taxomony list of Specifications for domains

https://www.scribd.com/document/558600221/Lesson-5-What-and-Why-of-
Performance-Assessment

https://www.youtube.com/watch?v=ofcOYn7TtXc
https://www.ispringsolutions.com/blog/how-to-create-training-module
https://www.slideshare.net/slideshow/
1preparationondigitizedlearningmaterialsapcalizarpptx/258048265
ADDIE Model Explained:
A military training framework might not be the first thing that comes to mind when

designing employee learning solutions. Yet, the ADDIE model has proven its versatility

and effectiveness far beyond its initial scope, becoming a cornerstone of instructional

design worldwide.
Written by Erik van Vulpen

Reviewed by Monika Nemcova

19 minutes read

As taught in the Full Academy Access

4.67 Rating

The ADDIE model is an instructional design tool that can help HR and training

professionals create, organize, and streamline effective learning and development

programs in their organization. Although developed in the 1970s, the ADDIE training

model remains the most commonly used model for instructional design because it’s

simple yet highly effective.

In this article, we’ll explore what the ADDIE model is in detail, the advantages and

disadvantages of the model, and some ADDIE model examples so that you can start

using it today.

What is the ADDIE model?

ADDIE is a leading learning development model used for instructional design, which is

the complete process of designing, developing, and serving learning content. The model

is often used to design training and learning & development programs in organizations.

ADDIE stands for:

 Analyze

 Design

 Develop

 Implement

 Evaluate

These are the five stages of the learning development process. ADDIE training model

provides a streamlined, structured framework that helps you create an effective learning

product, whether that’s delivered through an online or offline training program, a

coaching session, a presentation, or an information booklet.

ADDIE helps identify the learning need in a structured way and ensures all learning

activities serve that goal, which offers an integrated approach to learning. It also

guides measuring learning effectiveness because job behaviors, knowledge, and skills

are clearly defined within the framework.

In the ADDIE model, each stage must be carried out in order and carefully considered

before moving on. Reflection and feedback at each stage ensure continuous

improvement.

Purpose of the ADDIE model

The ADDIE model serves as a foundational framework for instructional design, offering

a systematic process for creating effective and efficient training programs. There are

multiple reasons why companies use the ADDIE model in their instructional design

process:

 Creating a structured process for instructional design: The ADDIE model

provides a clear, step-by-step framework that guides instructional designers

through the process of creating educational programs, ensuring that they

consider and address all critical aspects of instructional design.

  Aligning the instructional activities with learning objectives: By starting with

a thorough analysis phase of the ADDIE model, you can fully align all

instructional materials and activities with the learning objectives, making it more

likely that these objectives will be met.

 Facilitating data-driven decision-making: By systematically collecting and

analyzing data at each stage, the ADDIE model supports data-driven decision-

making, allowing instructional designers to make informed adjustments that

enhance the learning experience.

 Facilitating effective communication among stakeholders: By providing a

common framework, the ADDIE model facilitates clear and effective

communication among all stakeholders involved in the instructional design

process, including educators, designers, and learners.

 Promoting continuous improvement: The evaluation phase of the ADDIE

model allows for the collection of feedback and data on the training program’s

effectiveness, providing opportunities for continuous improvement and keeping

the training relevant and impactful over time.

 Enhancing instructional design expertise: The process of continuous

evaluation and improvement helps instructional designers and educators to refine

their skills and expertise over time, leading to higher-quality educational content

and more effective teaching strategies.

Elevate your learning design with the ADDIE model

The ADDIE model provides a structured yet flexible approach to creating impactful

learning experiences. Whether it’s analyzing needs, designing content, or evaluating

effectiveness, ADDIE helps you build programs that align with organizational goals and

drive measurable results.

In AIHR’s Learning & Development Certificate Program, you’ll master the ADDIE model

to design, develop, and refine training that truly engages learners. Gain hands-on skills

in instructional design, evaluation, and continuous improvement to create programs that

support growth across your organization.

GET STARTED

Advantages and disadvantages of the

ADDIE model
Although it is considered a leading learning development model, there are multiple

advantages and disadvantages of the ADDIE model, as with all models.

Advantages of the ADDIE Model

 Adaptability: ADDIE instructional design model is highly adaptable and can be

used across industries, disciplines, and learning environments. It can be tailored

for different scale projects as well as individual or group learning.

 Consistency: ADDIE model of training provides a structured and consistent

approach to instructional design, which can boost efficiency and consistency in

the quality of course development.

  Iteration opportunities: ADDIE is an iterative model, which means it allows for

feedback and changes at each stage of development to ensure the final product

meets the desired learning objectives.

 Evaluation component: There is an evaluation component to the ADDIE model

that allows businesses to measure the effectiveness of the instructional content.

That is useful in identifying key areas of improvement for future iterations.

Disadvantages of the ADDIE Model

 Linear process: The ADDIE method follows a linear process that may not be

flexible or creative enough to address complex learning needs.

 Being resource-intensive: Using the ADDIE model for instructional design can

be a lengthy process that also requires significant resources. It may be

challenging for smaller organizations with fewer resources to implement.

 Lack of emphasis on user experience: While organizations have been

increasingly focusing on digital employee experience, including in training, the

ADDIE model doesn’t have a strong focus on user experience. That can lead to

unengaging instruction and poor learning outcomes for employees.

The 5 phases of the ADDIE model

Let’s take a closer look at the 5 phases of the ADDIE model of instructional design:

Analyze, Design, Develop, Implement, and Evaluate.

Analyze
In the Analyze phase of the ADDIE process, the first task is to identify the problem

you’re trying to solve. For example, maybe it’s poor sales, a non-inclusive culture, or a

lack of skills to move to a more digitized organization. From here, you can identify the

core business problem and decide whether it can be solved through effective training, or

if other organizational development interventions will be more effective. Instructional

designers also need to determine and manage stakeholders’ needs.

Some helpful questions to ask are:

 What is the purpose of the training?

 Why should we do it?

 What is the desired change?

 Will the training be effective in creating this change?

In the Analyze phase, the training needs analysis (TNA) process helps identify the gap

between the actual and desired skills, knowledge, and abilities. With these findings, you

can define learning goals and base the training on these.

During this phase, it’s crucial to determine a target audience. You can create one or

more trainee “personas” who display the general characteristics, knowledge, and

experience of your target audience. Recognizing their needs and expectations will

enable you to actively manage these, tailor your training to your audience and make it

more relatable.

“To ensure success when using the ADDIE model, it’s essential to have a clear

understanding of your target audience and focus on setting clear and measurable

learning objectives. This helps guide the content development process and ensures that

learners are achieving their desired learning outcomes,” explains Anchal Dhingra,

Learning Consulting Manager at AIHR.

Based on all the information gathered in the Analyze phase, you can also map out the

resources required for the training. This includes the number of training hours, duration,

required budget, facilities, and additional information.

Once you’ve collated all of this information, you can create a full training plan, which will

include the who, what, when, where, why, and how of the training.

Design

In the Design phase of the ADDIE model, you translate all the information collated in the

Analyze phase into a learning design.

An outline is created that structures the learning intervention and specifies learning

objectives for each workshop or lesson. This will include a strategy, delivery methods

(e.g., online, offline, blended), lessons, duration, assessment, and feedback.

In this phase, you also select an appropriate evaluation method will be from a learning

design standpoint. Based on Kirkpatrick’s model, effectiveness can be measured on

different levels.
Not every training justifies measurements on all levels. Measuring reactions to the

training may suffice for simpler training. As a rule of thumb, a full impact analysis,

or training Return-on-Investment (ROI) calculation, is only justified in 5% of all training,

specifically for training with a high investment that tackles a critical business issue

(Philips, 2003).

The next step is to create a storyboard and/or prototype so that you can easily

communicate the value of the training, particularly to stakeholders. It’s important to brief

stakeholders and update them on the learning goals and learning design choices made

in this phase. Make sure to align with them before you move to the next phase.
Develop

In the Develop phase, you will use your storyboards and/or prototypes as a guide to

creating your courses. You’ve already decided on the core learning objectives. Now it’s

time to start bringing the training to life.

Consider how the training will be delivered: In-person, online, or a mix of the two (a

blended approach)? What will be the instructional strategies, media, and methods?

Learning interventions often use multiple methods and ways to deliver the content.

Once you’ve decided, you can then think about whether you want to build this in-house

or with an external provider. It’s equally important to decide where it will be hosted and

what software and tools you will need (e.g., video conferencing software like Zoom,

vendor’s platform, or an LMS).

“Technology is always evolving, and as a result, the tools we use to create learning content are

constantly changing too. However, despite these changes, the ADDIE model has remained a

timeless framework for instructional design. This is because the ADDIE process describes the

fundamental steps needed to develop a learning program, which apply regardless of the tools or
technology being used.

While specific tools and methods may vary, the ADDIE model provides a structure for the design,

development, and delivery of effective learning programs that has stood the test of time. It’s no

surprise that ADDIE has become the standard for learning content production worldwide.”

Nikola Velickovic, Learning Consultant at AIHR

Building the learning product in line with the design represents the bulk of the work in

the development phase. You may outsource this part to a trainer who is a subject matter
expert or a training organization with relevant knowledge. It is the role of the

instructional designer to ensure that the learning product will align with the

specifications of the design and the findings in the TNA.

Once you’ve created your course, test for errors like grammar and spelling and ease of

navigation. This is not a simple case of clicking through the course but more about

content accuracy and utility of navigation. Is your learner able to progress through the

course in the way you designed? Is it engaging? What is the duration like?

Conduct pilots and product reviews where different people (including you) test the

learning product and training materials. You may want to use web-based tools like

Survey Monkey or Qualtrics for users to evaluate the training.

HR Tip

“Incorporate interactivity and engagement into your training materials when using the ADDIE model.

This can be achieved through activities, assessments, and simulations, which help reinforce learning

and create a more immersive learning experience for your learners.”

Anchal Dhingra, Learning Consulting Manager at AIHR

The final step is to develop a communication strategy to reinforce the importance of

learning to your audience. How can you encourage them to devote time and attention to

learning? How can you help them prioritize this at work while managing their main job

responsibilities? Creating a clear communication strategy will make the learning top-of-

mind and help to create more impact.

Once you’ve completed the development stage, it’s time for implementation – the

training can commence!

Implement

The implementation stage focuses on the delivery of the training and project

management. This includes communicating with learners, logistics, data collection, and

training trainers for global roll-outs of the learning program.

The training delivery is the key element in this phase. Are there any extra guides or

manuals the learners need? How about FAQs that may come up along the way? What

is the protocol if users experience technical difficulties during the training? It’s a sensible

idea to have additional IT support on hand and let learners know who to contact.

Is there a need for side programs that provide extra support to learners in addition to the

main program? These can include weekly one-to-one or group coaching or webinars to

deepen the learning and answer any questions the learners might have.

Do any need to make any physical changes in the work environment for certain training

activities? For example, extra posters, props, or symbols that reinforce key messages

learned.

Now it’s time to share your course or training with your learners. In most cases, courses

are uploaded to an LMS, with pre-set delivery options including who is enrolled, pass

rates, and collection of feedback, as well as delivery, tracking, and reporting. But this

will depend on what you decided in the design phase.

Think about how you can create a buzz around the new learning program and shine a

spotlight on desired behaviors. Make sure to give learners ample notice about the start

and completion dates of the program.

While evaluation is the next and last stage of the ADDIE model, you can already start

gathering your data in the implementation phase of the instructional design process.

Depending on the choices made in the analysis phase, you can use different methods

for training evaluation. These can include training evaluation forms and pre-and post-

training assessments, potentially with a control group. Commonly used instruments are

questionnaires, interviews, observations, knowledge assessments, work assessments,

360-degree feedback, and work output data. Some of these activities fall under the next

phase, evaluation.

Evaluation

Evaluation is an integral part of every stage of the ADDIE learning model, but it also

gets its own phase. As soon as you deliver your first course or workshop, you want

immediate (and continuous) feedback so that you can implement improvements.

It’s important to evaluate at the design, development, and delivery stages and

continuously evaluate all elements of the program. After your training is first delivered,

there will likely be feedback and questions that were not spotted earlier. Addressing

these quickly will immediately improve the training.

At the evaluation phase, you can formally evaluate the learning program using post-

assessments, observations, or productivity data. All of these sources will highlight what

people learned, how they’ve applied it, and the results achieved.

The instructional design team should evaluate what went well, what can be improved,

and learn as a team. Make a list of improvements that the training program needs and

implement these before the next training. If the program is going to be shelved, you can

still record these improvements so that when the same (or a similar) program is used in

the future, these learnings are not lost.

Using your formal evaluation, decide to what degree your initial training met the

objectives and goals from the analysis phase. Feed these results back to your

stakeholders and inquire about their satisfaction with the training program, as this will

provide excellent input for future programs.

Below is a summary of the 5 stages of the ADDIE model for instructional design:

Phase Key activities

Problem identification
Training needs analysis
Identify top-level learning goal
1. Analyze
Determine target audience
Identify stakeholder needs
Map required resources

Create a learning intervention outline

High-level mapping of learning intervention
2. Design Mapping of evaluation methods
Development of a communication strategy
Alignment with stakeholders

3. Develop Determine the delivery method

 Production of the learning product
Determine the instructional strategies, media, and methods
Quality evaluation
Development and evaluation of assessments & tooling
Deployment of learning technology
Development of a communication strategy

Participation in side programs

Training delivery & participation
4. Implement Changes in the physical environment
Implementation of communication plan
Execution of formal evaluation

Integral part of each step

Evaluation
5. Evaluate Continuous learning
Propose points of improvements
Evaluation of the business case

ADDIE model example

Training for public speaking & presentations

This sample employee training plan will focus on improving public speaking skills

including, communication, clarity, connecting with the audience, projecting the voice,

tone of voice, creating note cards, designing an engaging slideshow presentation, and

body language.

Trainees will build these skills through training methods such as in-person practice

sessions. They will also receive theory instruction to gain knowledge of what makes a

great presentation.

Analysis phase Identify the need for training specifically for anyone who will need
to give presentations to large groups as they progress in their
career, or anyone who has struggled in the past to deliver
compelling presentations or battles with nerves (managers can
 advise on their teams)
Determine the learning objectives for the training, such as
improving communication skills, body language, projecting the
voice, and connecting with any audience
Identify the target audience for the training as anyone who will
need to regularly give presentations to large audiences. Evaluate
the existing public speaking resources and identify any gaps in
knowledge or skills

Develop a training plan that outlines the instructional methods and

materials to be used to address the learning objectives
Create the instructional content such as training manuals,
presentations, and other instructional materials to support the
Design phase learning objectives
Define the assessment methods and develop any necessary
evaluation tools to measure the success of the training program
Establish the training schedule and logistics, including the number
of sessions and their duration, and the timing of each session

Create any necessary visuals, videos, or multimedia material for

the training content
Develop in-person exercises and other interactive elements to be
Development used in the training program
phase Review and refine the instructional content based on feedback
from stakeholders
Conduct a pilot test of the training content, and make any
necessary revisions

Deliver the training sessions to the employees

Implementation Provide any necessary support or feedback to the learners during
phase the public speaking training
Monitor the learners’ progress and address any issues as they arise

Gather feedback from the employees about the effectiveness of the

training
Analyze the assessment results to identify any gaps in knowledge
or skills
Evaluation
Compare the confidence of the employees when giving
phase
presentations before and after the training to evaluate its
effectiveness
Make any necessary modifications to the training based on the
evaluation results

How to use ADDIE model: Best practices

To effectively utilize the ADDIE model in instructional design, here is a summary of the

best practices to follow:

1. Thoroughly analyze before designing: Begin with an in-depth analysis to

understand the learners’ needs, the specific problems to be addressed, and the

learning environment. This foundation ensures that the training is targeted and

relevant.

2. Set clear, measurable objectives: Establish clear and measurable learning

objectives that align with the identified needs. This clarity guides the

development process and helps in evaluating the training’s effectiveness.

3. Utilize an ADDIE model template for task and progress

tracking: Implementing an ADDIE model template can significantly enhance

project management by clearly dividing tasks among team members and tracking

progress through each phase. This approach promotes clear communication,

timely completion, and early identification of issues, creating a cohesive and

efficient project workflow. You can download your free ADDIE model

template below.

4. Incorporate flexible and creative instructional design solutions: While

maintaining structure, infuse creativity and flexibility into your instructional design

to cater to diverse learning styles and complex learning needs. This approach

can enhance engagement and accommodate various instructional challenges.

 5. Utilize the iterative nature of the ADDIE model: Seek feedback at each stage

and make informed adjustments. This iterative process allows for continuous

refinement and improvement of the training program.

6. Leverage technology appropriately: Make informed decisions about

technology use, selecting tools that enhance learning without overwhelming or

excluding participants. Stay updated on educational technology trends to find

innovative solutions that align with your training goals.

7. Develop a robust implementation plan: Ensure a smooth rollout by preparing a

detailed implementation plan that covers all logistical aspects, including

technology setup, facilitator training, and learner support mechanisms.

8. Conduct comprehensive evaluations: Beyond measuring learning outcomes,

evaluate the training’s impact on job performance and organizational goals. Use

these insights to inform future training initiatives and contribute to a culture of

continuous learning and development.

Free ADDIE model templates

Use a template to streamline task allocation and monitor progress across the ADDIE

phases. Taking this structured approach allows you to systematically address all

aspects of the instructional design process, meet due dates, and identify and resolve

any potential issues.

A template can also facilitate communication and collaboration within the team,

providing a shared reference point for the project’s status and next steps.
ADDIE model template – Excel

With this Excel template, you can easily break down the different phases of the ADDIE

model process into tasks and track your progress across the project.

DOWNLOAD ADDIE MODEL TEMPLATE

ADDIE model template: Powerpoint

This free Powerpoint ADDIE model template allows you to share your project progress

with the wider organization in an easy to understand way.

GET POWERPOINT TEMPLATE

ADDIE vs rapid instructional design

The biggest drawback of going through the ADDIE model process is its speed, or rather,

the lack of it. The output of the previous step serves as the input for the next step. This

is similar to the traditional ‘waterfall’ method. This approach takes a long time, during

which the learning and content needs may change. This can lead to a misfit between

the end product and the reason why the process was started in the first place. Rapid

instructional design offers a potential solution.

 (B
ased on Mooijman et al., 2018}

Rapid instructional design is a more agile approach to instructional design. It’s based on

rapid development techniques, which originate from software development, and are

applied to instructional design. It’s a continuing process, with new aspects being added

and evaluated until the program is completed.

The aim is to create a proof of concept (POC) and have learners and/or stakeholders

interact with it on a continuous basis and provide feedback. This feedback is then

incorporated into the next POC until the product is finished. Rapid instructional design

comprises five steps:

1. Definition – Initial definition of learning goals and requirements

2. Prototyping – Rapid prototyping of a proof of concept

 3. Evaluation – Evaluation of the prototype with stakeholders, followed by iterative

improvements and adjustments of goals and requirements based on the POC

4. Implementation – Implementation of the adjusted goals and requirements in an

upgraded version of the POC

5. Repeat – Steps 2-4 are repeated until the learning goals are achieved

This is an iterative approach built on the principles of build–measure–learn, as

commonly practiced in the lean methodology.

The figure below shows this iterative process. Prototypes are developed at a rapid pace

and continuously aligned with the project planning and project goals. It is not uncommon

to have multiple iterations within a specific phase. For example, if the outline does not fit

user needs, you will have to iterate the outline (maybe several times) before moving to

the design prototype.

An example of this is one of the HR upskilling projects run by AIHR. The training has a

blended approach – mostly online learning combined with monthly sessions based on

learners’ needs. These sessions aim to motivate learners to complete the e-learning

while also providing them with assignments and challenges to solve. These are always

related to organizational issues and change over time based on current needs. This

creates a program in which employees upskill while also contributing to solving

organizational issues in these offline workshops, which helps them to apply what

they’ve learned and, ultimately, create business impact.

 (
Based on Mooijman et al., 2018)

When applied correctly, the ADDIE model can be used in learning and development

initiatives across industries and disciplines to improve individual and group learning and

meet learning objectives. Its iterative approach allows for vital feedback at each stage of

development which ensures the final product meets your original instructional goals

while helping you identify key areas for improvement in the future.

https://www.aihr.com/blog/addie-model/

Refraction of Light

Refraction

Refractive index
Refraction in a glass slab

Atmospheric Refraction

Total Internal Reflection

Applications of Total Internal Reflection

Equations of Motion

Displacement

Velocity

Uniform Velocity and Non uniform Velocity

Acceleration

Uniform Acceleration, Non uniform Acceleration

Graphical Representation of Motion

Position - Time Graph

Equations of Motion

Laws of Motion

Force

Balanced and unbalanced force

Galileo observation

Newton’s first law

Inertia

Mass and inertia

Momentum

Rate of change of momentum

Impulsive Force and Impulse of Force

Newton’s second Law

Newton’s third Law of Motion