Things you'll need to decide on as you plan: Contact Forces
Teaching Guidance for 11-14
Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- convince children that inanimate things can push, just like they can
- develop the idea that a mechanism underpins the interaction that is replaced by force
- convince children that air can exert forces
These are all related to findings about children's ideas from research. The teaching activities will provide some suggestions. So will colleagues, near and far.
Focusing on the physics:
Representing–noticing–recording. How to:
- relate floating and sinking to forces, not to rules about displaced fluids
frictionto the mechanisms of friction
- focus on the physical reasons for placing arrows
- justify omitting arrows from some diagrams
Connecting what is experienced with what is written and drawn is essential to making sense of the connections between the theoretical world of physics and the lived-in world of the children. Don't forget to exemplify this action.