Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• discuss dynamic equilibrium, where nothing seems to be happening
• develop precise enough physical descriptions of processes to enable discussions about power and energy to be well grounded
• connect the insights from physics to the lived-in world
• maintain a strategic view when developing multi-step arguments
• link actions with apparatus to accounts with words and diagrams

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:

• emphasise what many different devices have in common
• make appropriate use of quantification, as being essential to arguments relying on energy and power
• show the uses for ideas such as field
• exploit the idea of compensation

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.