Force
Forces and Motion | Properties of Matter

Things you'll need to decide on as you plan: Contact Forces

Teaching Guidance for 11-14 Supporting Physics Teaching

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

Teacher Tip: 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
  • relate friction to the mechanisms of friction
  • focus on the physical reasons for placing arrows
  • justify omitting arrows from some diagrams

Teacher Tip: 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.

IOP AWARDS 2025

Teachers of Physics Awards

The Teachers of Physics Award celebrates the success of secondary school physics teachers who have raised the profile of physics and science in schools. Nominations for 2025 are now open.

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