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
IOP DOMAINS Physics CPD programme

Waves CPD videos

Our new set of videos gives teachers and coaches of physics a preview of the training we offer ahead of this term's live support sessions.

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