- respect the understanding about force and motion already achieved - develop the current understanding of forcing motion...

Teaching Guidance 14-16

The neat and seemingly concise and precise statement:

Teaching Guidance 14-16

Newton's third law is not empirical. There wasn't an experiment you could do to show that it was wrong in Newton's time...

Teaching Guidance 14-16

Choosing apparently simple situations to promote discussion can result in a clear understanding of what interacts with what...

Teaching Guidance 14-16

The idea that one thing pushes, and then another pushes back might grow naturally from the suggested introduction to forces in...

Teaching Guidance 14-16

All forces on an object arise as a direct result of the environment into which it is placed. Some of these forces seem more...

Teaching Guidance 14-16

There's a tendency to promote and encourage a rush to the answer . This often relies on cutting out several stages of the...

Teaching Guidance 14-16

Starting out at different points in a conventional presentation, then working backwards and forwards from those, can result in...

Teaching Guidance 14-16

We've emphasised using arrows for representing physical quantities that are vectors, as a supplement to verbal and algebraic...

Teaching Guidance 14-16

Teaching Guidance 14-16