Things you'll need to decide on as you plan: motion
Teaching Guidance for 14-16
Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How will you:
- re-activate children's ideas about forces and energy
- connect to the measures of motion to everyday concerns
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:
- use diagrams, words and actions that separate force, momentum and energy
- keep scalars and vectors separate
- exploit common patterns
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.