Force
Forces and Motion

Preparing arrows

Teaching Guidance for 11-14 Supporting Physics Teaching

Placing arrows

An OHP transparency or a well crafted computer-displayed slide can be used to show how the forces might be drawn on such a diagram. One technique is to cut out mini-force arrows made from card and add them onto an OHT, moving them about as directed by pupils.

We hope you'll use this to draw together pupils' work on placing arrows.

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Thinking About Teaching Collection

Forces - a new way of seeing - Teaching and learning issues

The Teaching and Learning Issues presented here explain the challenges faced in...

For 11-14 12 Resources

Other resources onForce
Force
Forces and Motion Supporting Physics Teaching

Cardboard force arrows

In this activity students use cardboard arrows to build free-body force diagrams for everyday situations.

Classroom Activity 11-14 14-16

Force
Forces and Motion Supporting Physics Teaching

Don't abuse the equals sign

Good mathematical habits can help you to think tidily, and not lead your students off down the wrong tracks.

Teaching Guidance 14-16

Force
Forces and Motion Supporting Physics Teaching

Newtonmeter question

The purpose of this activity is to get pupils thinking and talking about forces. The question focuses on thinking about the...

Classroom Activity 11-14

Misconceptions
RESEARCH REVIEW Forces and Motion

Many students think of a force as a property of objects, not as something that arises when two objects interact

  • Number of Resources3
  • Number of References16
  • Number of Diagnostic Resources3
RESEARCH REVIEW Forces and Motion

Many students can use the word 'force' (to mean a push or a pull) and understand that a force is needed to get a stationary object moving

  • Number of Resources1
  • Number of References3
  • Number of Diagnostic Resources1
RESEARCH REVIEW Forces and Motion

Many students are unable to identify correctly the forces acting on each object in a situation where two or more objects interact

  • Number of Resources2
  • Number of References3
  • Number of Diagnostic Resources1
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