Forces and Motion

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

Teaching Guidance for 11-14 Supporting Physics Teaching

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

  • encourage the use of both number and units when specifying the speed
  • draw on everyday experiences to show how distance and duration are necessarily involved in speed
  • show that finding speeds is not simple and straightforward

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:

  • avoid getting bogged down in calculations
  • use formulae intelligently
  • introduce the idea that relative motion is the only motion, without causing indigestion
  • differentiate the ways in which time is used

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.

appears in the relation SUVAT Equations
can be represented by Motion Graphs
has the special case Wave Speed
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