Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- encourage the use of both number and units when specifying the speed
- draw on everyday experiences to show how distance and duration are necessarily involved in speed
- show that finding speeds is not simple and straightforward
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:
- avoid getting bogged down in calculations
- use formulae intelligently
- introduce the idea that relative motion is the only motion, without causing indigestion
- differentiate the ways in which
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.