# Decisions for you as you plan to teach …

• ## …01 of the SPT topic: Force and motion

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• idealise from everyday experiences the lived-in world to develop the idea of a natural motion
• distinguish between everyday motions of the lived-in world and the idealised world of Newtonian mechanics
• draw out children's ideas of force and motion
• reactivate, and then use children's prior learning

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:

• represent idealised motions as natural motions in a frictionless world
• deal with remote causesâ€”action at a distance forces
• introduce mass, and not conflated with quantity of matter

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.

This appears in Fm01TL as Fm01TLnugget01 in the full materials.

• ## …02 of the SPT topic: Force and motion

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• develop precise descriptions, building on everyday experiences
• exploit the availability of technology such as videocameras to tell stories about motion and recording of motion

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:

• separate instantaneous from average
• emphasise that all motion is relative motion
• exploit common patterns in thinking
• be clear about what is simply a convention, albeit a very useful one
• exploit clear diagrammatic conventions

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.

This appears in Fm02TL as Fm02TLnugget01 in the full materials.

• ## …03 of the SPT topic: Force and motion

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• re-activate children's ideas about forces and energy
• connect to the measures of motion to everyday concerns

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:

• use diagrams, words and actions that separate force, momentum and energy
• keep scalars and vectors separate
• exploit common patterns

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.

This appears in Fm03TL as Fm03TLnugget01 in the full materials.

• ## …04 of the SPT topic: Force and motion

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• develop the current understanding of forcing motion, Without undermining it

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:

• state and represent Newton's third law
• clearly present the task that the third law fulfils
• simplify situations, to get back to a single object acted on by a resultant force

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.

This appears in Fm04TL as Fm04TLnugget01 in the full materials.