Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- keep ideas of power, energy, charge and current separate
- connect the calculations to everyday concerns
- emphasise differences between current and voltage measurements
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:
- use the idea of voltage, rather than getting stuck on explaining the idea
- be clear and consistent about your use of prepositions
- relate calculations back to physical changes in loops
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.