Things you'll need to decide on as you plan: Predicting Constant Speed
Teaching Guidance
for 11-14
Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- draw on what pupils have learned about drawing arrows to represent forces
- reactivate their knowledge about resultant forces and natural motions
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:
- separate arrows representing force from arrows representing movement
- develop a good exposition of terminal speed
- describe situations where the resultant force is equal to 0
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.