Things you'll need to decide on as you plan: force pairs

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How will you:

• respect the understanding about force and motion already achieved
• develop the current understanding of forcing motion, without undermining it

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 will you:

• state and represent Newton's third law
• clearly present the task that the third law fulfils
• simplify situations, to get back to a single object acted on by a resultant force

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.