Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- relate your model of flow to actions in adding elements to a loop
- relate your model of flow to actions in adding loops
- connect toolkits for thinking with physical experiences with circuits
- not conflate analogies with toolkits that can make predictions
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:
- keep emphasising that the charged particles are only set in motion by the battery
- separate charge flow and energy shifting
- exploit your chosen toolkit to make predictions about the effects of changes to circuits
- keep the focus on whole loops
- link the ideas of something being used up to the flattening of the battery
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.