Physicists aim to understand, and sometimes to predict, physical interactions. They use two abstract concepts a lot: force and...

Teaching Guidance 14-16

Distinguishing–eliciting–connecting. How to:

Teaching Guidance 14-16

It's a very common belief that objects that are moving must possess a force to keep them going. When questioned, a student...

Teaching Guidance 14-16

The equals sign appears in many relationships, but also in computer programs. In these two contexts the meanings are different...

Teaching Guidance 14-16

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

Teaching Guidance 14-16

Many situations used to discuss forces, particularly when first introducing the action of adding force arrows acting on...

Teaching Guidance 14-16

If a student argues in this way, you might encourage them by recounting something of the history of the development of the...

Teaching Guidance 14-16

So acceleration is shown to be a vector by writing → a .

Teaching Guidance 14-16

There are two main reasons for suggesting this:

Teaching Guidance 14-16

Remember that, in getting parts of your body moving, it's not only the mass–there's bound to be something about levers in...

Teaching Guidance 14-16

Expressions such as the surfaces are trying to move past each other are rather common when talking about frictional forces...

Teaching Guidance 14-16

- children's ideas about forces and energy - connect to the measures of motion to everyday concerns

Teaching Guidance 14-16