Things you'll need to decide on as you plan: Non-Contact Forces
Teaching Guidance for 11-14
Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- draw on children's own experience of action at the distance, probably through experiences with magnets
- draw on children's experiences, some of which will be vicarious, to establish the reality of gravity in space
- explore something of the mystery of action at a distance
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:
- relate electric, magnetic and gravity forces, without conflating them
- separate the mass of an object from the force of gravity acting on an object, without being dogmatic
- treat freefall as a natural motion
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.