Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- discuss dynamic equilibrium, where nothing seems to be happening
- develop precise enough physical descriptions of processes to enable discussions about power and energy to be well grounded
- connect the insights from physics to the lived-in world
- maintain a strategic view when developing multi-step arguments
- link actions with apparatus to accounts with words and diagrams
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:
- emphasise what many different devices have in common
- make appropriate use of quantification, as being essential to arguments relying on energy and power
- show the uses for ideas such as
- exploit the idea of compensation
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.