Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- distinguish between the physical descriptions of the lived-in world and the descriptions using the idea of energy
- avoid being drawn into conversations where energy is the
- build a semi-quantitative model of energy that pupils can reason with
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:
- represent conservation and dissipation
- use mechanisms to explain why things happen: energy calculations to explore what can happen
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.