Some pupils only associate gravity with situations where something is falling.
Teaching Guidance 5-11 11-14
Distinguishing–eliciting–connecting. How to:
Teaching Guidance 11-14
An OHP transparency or a well crafted computer-displayed slide can be used to show how the forces might be drawn on such a...
Pupils are often unable to associate a force with an inanimate object. People can apply a force to objects–they make a...
When selecting things from the lived-in world to be about objects on which forces might act it's a good idea to select simple...
Early introductions to forces in equilibrium will be via static situations. However, rather than identifying forces which sum...
When talking about stationary objects it is a good idea to refer to there being
That moving things need a force to keep them going is a very common misconception. When questioned, a child might typically...
You can try to use imagination at this point, for example:
This challenge arises from an imprecise use of specialist terms. A moving object does not have force . However it does have...
Objects that move at a steady speed in a straight line are often seen as having a force pushing them. The idea that there...
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