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
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
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.