Properties of Matter

Things you'll need to decide on as you plan: Pressure

Teaching Guidance for 11-14 Supporting Physics Teaching

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

  • make explicit connection to the work on levers

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:

  • be systematic in your use of terms
  • adopt helpful conventions
  • relate the action of the machines to fundamental physics
  • restrict the term pressure to fluids

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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