A key step on the journey is to move away from thinking that objects fall because they are heavy. In other words, believing...

Teaching Guidance 5-11 11-14

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...

Teaching Guidance 11-14

Pupils are often unable to associate a force with an inanimate object. People can apply a force to objects–they make a...

Teaching Guidance 5-11 11-14

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...

Teaching Guidance 11-14

Early introductions to forces in equilibrium will be via static situations. However, rather than identifying forces which sum...

Teaching Guidance 5-11 11-14

When talking about stationary objects it is a good idea to refer to there being

Teaching Guidance 11-14

That moving things need a force to keep them going is a very common misconception. When questioned, a child might typically...

Teaching Guidance 5-11 11-14

You can try to use imagination at this point, for example:

Teaching Guidance 11-14

This challenge arises from an imprecise use of specialist terms. A moving object does not have force . However it does have...

Teaching Guidance 11-14

Objects that move at a steady speed in a straight line are often seen as having a force pushing them. The idea that there...

Teaching Guidance 11-14