Forces and Motion

Things you'll need to decide on as you plan: Forces - a New Way of Seeing

Teaching Guidance for 11-14 Supporting Physics Teaching

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

  • draw on learners experience of, and ideas about, their own actions and relate these to force
  • explore and expose children's ideas about forces
  • draw out children's everyday ideas about motion and the forces required
  • introduce children to a new way of seeing—with 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:

  • connect interactions between objects with the idea of a force
  • represent objects simply, particularly extended objects
  • adopt consistent conventions about where the arrows are drawn
  • develop a consistent graphical language for your arrows, representing a force ontology

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.

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