Once again, it's helpful to think of this process in terms of physical, energy and pathway descriptions.

Teaching Guidance 14-16

Distinguishing–eliciting–connecting. How to:

Teaching Guidance 14-16

The point of view to be taken is often not thought about, and the implicit decisions made in the initial description of the...

Teaching Guidance 14-16

Here is a telling snippet of conversation:

Teaching Guidance 14-16

The speed of travel is often constrained by the physical environment of the object. The constraint may be technological...

Teaching Guidance 14-16

For example, the owners of this gate meant regular or perhaps frequent .

Teaching Guidance 14-16

Dividing the distance covered during the journey (kilometre) by the duration of the journey (hour) will give an average speed...

Teaching Guidance 14-16

The Earth is often taken as a fixed point of view, without always taking the care that one should about making this explicit.

Teaching Guidance 14-16

Noticing where something is (its position) and when it's there (what the time on the clock is) are both right-now recordings...

Teaching Guidance 14-16

The first thing you need to do in developing physics is to bring a phenomenon into focus, separating it out from its...

Teaching Guidance 14-16

'When Einstein was travelling to lecture in Spain,

Teaching Guidance 14-16

Teaching Guidance 14-16