Things you'll need to decide on as you plan(Decisions)

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
  • 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:

  • 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
  • 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.

    Prepare for teaching across the topic using these links

    topic kitset topic path core ideas (topic) decisions to make (topic) suggestions (for the topic) topic issues

    This is a nugget in the TL thread – connect all three threads from any link

    Physics Narrative (PN) Teaching & Learning Issues(TL) Teaching Approaches(TA)


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