Things you'll need to decide on as you plan: force pairs
Teaching Guidance for 14-16
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
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
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.