Bill Rogers “Classroom
Behaviour”
0. Tactical ignoring
1. Rule reminder
2. Rule reminder with
warning of
consequences
3. Teacher action
4. Timeout (short)
5. Removal
Resolve incidents by discussing it
with the pupil. Do you know what
you’ve done wrong? Why are you
behaving like this? How can I help
you?
Possible teacher action at
step 3, 4, 5:
 Move student
 Write in student planner
 Keep student behind
(short – long)
 Phone home
 Natural consequences
 Logical consequences
To consider aspects of subject knowledge and
pedagogical content knowledge for teaching Energy
and Forces in KS3 and KS4
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“Knowing facts or concepts
understanding the structure of knowledge within
the subject discipline
 and having an understanding of how knowledge is
produced in the discipline
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“Knowing how to represent topics so that others
can understand them,
 Including analogies, illustrations, examples,
explanations, demonstrations, etc,
 As well as having an understanding of students’
difficulties and how to overcome them
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http://www.tellyads.com/show_movie.php?filename
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
http://alessiobernardelli.files.wordpress.com/2013/0
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Year 7
Particles
Forces
Energy
Year 8
Year 9
• Energy Resources
• Electrical Circuits
• Forces
• The Solar System
• Heating & Cooling
• Magnets & Electromagnets
• Light
• Sound
• Energy & Electricity
• Gravity & Space
• Speeding up
• Pressure & Moments
In Key Stage Three use the QCA Scheme of work
http://webarchive.nationalarchives.gov.uk/20100612
050234/http:/www.standards.dfes.gov.uk/schemes2/s
econdary_science/?view=get
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It is suggested that we should move from familiar
contexts to the less familiar
 Hence a possible teaching sequence is
Energy in food
Energy in fuel
Electricity from fossil fuels/alternative resources
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•Match the label to the food
•Explain your choice – which piece of
information on the label helped you
decide?
•How could this be extended into an
investigation?
•How could you collect valid and
reliable data?
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Practise beforehand
Make sure students can see
Work from a clutter-free bench
The impact should not take too long
Develop a sense of drama
Ask questions
Anecdotes – relate it to something of interest
Tell them what to look for if needed
Don’t get carried away – be safe
Have a plan B
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How many in a group?
Ordering equipment
Pupils with health issues
Emergency shut-offs
Seating arrangements
Stand or sit
Clothes and hair
Bags
Eye protection
Immediate remedial
measures
 Count equipment out
and in
 Keep an eye on the
whole class
 Separate the equipment
out
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•Look at the energy content per 100 g
of the foods
•Attach the labels provided to the
washing line in a way that enables you
to compare the amount of energy
stored in each
•Where do the mystery foods belong?
Why threes?
May help you support
students with SEN and
EAL, for example:
1. Student with same
home language and
better English than 2
2. Native English speaker
3. Student at early stage
of acquisition
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 Allocate roles, e.g.
1. Leader
2. Reader
3. Task completer
Recommended book:
Phil Beadle ‘How to
teach’
1 How many chocolate bars would Eamonn need to eat to run a marathon?
2 Chris has a burger, chips and a can of drink for lunch. How far could he
walk during the afternoon?
3 Chris’s friend Rifat has the same for lunch as Chris, but she sits still in class
all afternoon. How much of the stored energy from her food is not needed
during the afternoon?
4 What happens to the stored energy from food if we don’t need all of it to
complete an activity?
5 The next day Rifat gets up early and goes for a jog. She doesn’t have time
to eat any breakfast, but strangely she doesn’t seem to have a problem
with not having enough energy for the run. How is this possible?
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Energy is a fluid or ingredient
Energy is used up
Energy is fuel
Heat and temperature are the same thing
Energy makes things happen
Describe a bungee jump using
the transformation model
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Heat
Light
Sound
Nuclear
Kinetic
Potential
 Gravitational
 Elastic
 Chemical
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Electrical
In this model the energy is located in one place, and
when something happens energy is transferred from
that place to another by a process.
‘The energy in the battery is transferred to the bulb
by electricity and then from the bulb to the
surroundings by light. Some energy is transferred to
the surroundings by heating.’
 ‘Energy from the Sun is transferred to the leaf cells
by light.’
 ‘Energy is transferred from the reacting chemicals
to the surroundings by heating and light.’
 ‘A weightlifter transfers energy from his muscles to
the bar by lifting (moving) his arms.’
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Describe a bungee jump using
the transfer model
Pick a starting point
Pick an end point
Where is the energy
at the start?
 Where is the energy
at the end?
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 Has your subject knowledge developed in any way?
1. Facts or concepts
2. Structure of the topic
3. How knowledge is produced
 Has your PCK developed in any way?
1. How to present topics so that others can
understand them
2. Difficulties children may have
Year 7
Particles
Forces
Energy
Year 8
Year 9
• Energy Resources
• Electrical Circuits
• Forces and their effects
• The Solar System
• Heating & Cooling
• Magnets & Electromagnets
• Light
• Sound
• Energy & Electricity
• Gravity & Space
• Speeding up
• Pressure & Moments
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Thrust
Drag
Upthrust
Weight
Tension
Friction
Magnetic
Reaction
Object floating in water:
1) What are the forces on
the block of wood?
2) Draw and label the
forces.
3) Discuss in pairs: How did
you use ‘force arrows’?
What does this tell you about the level of prior
knowledge that Yr 7 students might have?
b) What does this tell you about the potential
difficulties of the subject matter?
a)
Because forces cannot be
observed directly
a) Useful to name the
forces acting
b) Can show where force is
acting and in what
direction
c) A way of modelling
complex situations more
simply – to explain or
predict the effects of
forces
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Which object is the force
acting upon?
 What is causing the force?
 Language: ‘exerted by’,
‘acting on’, ‘force exerted
on X by Y’
 Length of arrow related
to size of force
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Identify which forces are acting
Identify where the forces are acting
Identify the size and direction of the forces
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Thrust
Drag
Upthrust
Weight
Tension
Friction
Magnetic
Reaction
Electrostatic?
Mug lying on a table:
1) What are the forces
acting on the mug?
2) Draw and label the
forces.
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Making Bridges
Stretching springs
Draw and label the
‘balanced forces’ in each
activity
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Thrust
Drag
Upthrust
Weight
Tension
Friction
Magnetic
Reaction
Electrostatic?
Mug lying on a table:
1) What is the Newton’s
third law pair of forces?
2) Draw and label the
forces.
There may be
parallels between
development of
children’s ideas and
the historical
development of
scientific ideas
Bodies fall
with speed
proportional
to their
weights
Mary Evans Picture Library
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What will happen and why?
How will you investigate it?
All falling bodies
fall with the
same motion
Mary Evans
Picture Library

http://www.youtube.com/watch?v=5C5_dOEyAfk
Mary Evans Picture Library
Help children to clarify and make explicit their own
views and to discuss these views with others
2. Introduce some evidence that challenges their
view
3. Provide an attractive alternative:
 Intelligible – they can understand your explanation
 Plausible – they can see that it might be true
because it is possible to reconcile with their other
views
 Fruitful – you can explain why this is a better way
of looking at the situation
1.
Introduce the
‘momentum’ concept
 Demonstrate
‘frictionless’ motion
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Linear air track
‘Frictionless’ CD
puck
 Task: To describe the forces acting on it
a) When it is has just started falling and is
accelerating
b) When it is falling at a steady speed
1.If the forces on a mass are balanced (no resultant
force) then:
 if it starts off at rest it will stay at rest
 if it starts of moving in a straight line it will keep on
moving at a constant speed in a straight line
2.
Every body remains in its state of rest or of
uniform motion in a straight line unless acted upon
by an external resultant force
‘Getting
Practical’
A project led by the
Association for Science
Education
• To help students to make links between two
domains of knowledge:
domain of objects
and observables
practical work
domain of ideas
Three categories:
A. To develop students’ knowledge and
understanding of the natural world
B. To help students learn how to use a piece of
practical science equipment, or follow a
standard science practical procedure
C. To develop students’ understanding of the
scientific approach to enquiry, and provide
practice in implementing it
Have a play. How would you ‘sell’
it to them? Why is this interesting?
Develop a context.
Decide Learning Objectives ‘We Are
Learning To...’
Plan a practical activity
Demo or whole class?
Demo – What do you show? What do
you explain?
Practical – What do they need to do?
How do you give the instructions?
Moment of a force
Archimedes’ principle
Pressure
Energy Transfer
Heat and temperature
– ice head and hands
6. Heat and temperature
– huddling penguins
7. (Possibly)
Investigating speed
1.
2.
3.
4.
5.
What numeracy is involved?
What stories are involved?
What does it say about how
science works?
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Eureka
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Which is more dangerous to be stepped on by?
Join Science Enhancement Programme: www.sep.org.uk
How would you use ice
heads and hands to
investigate this scenario?
How would you
investigate the effect of
penguins huddling?
How could we use the datalogger and light gates to
investigate motion on a slope?
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Spread experiments out
Label them
Get students into groups
Give each group a starting point
Make sure they know what to do – focus
Give them a time limit for each station
Move everyone on at the same time
To consider aspects of subject knowledge and
pedagogical content knowledge for teaching Energy
and Forces in KS3 and KS4

QCA Schemes of work for KS3 science:
http://webarchive.nationalarchives.gov.uk/20100612050234/http:/www.standards.dfes.gov.uk/schem
es2/secondary_science/?view=get
 ‘Teaching Secondary Physics’ by David Sang
 Talk Physics: http://www.talkphysics.org/ Register and then download SPT materials
 http://www.nuffieldfoundation.org/practical-physics
 ‘Concept cartoons’ by Keogh and Naylor
 Successful Science Practicals: http://www.cleapss.org.uk/attachments/article/0/G30.pdf
 Association for science education: http://www.ase.org.uk/home/
National Strategies materials:
 http://www.teachfind.com/national-strategies/strengthening-teaching-and-learning-forces-keystage-3-science
 http://www.teachfind.com/national-strategies/strengthening-teaching-and-learning-energytutors-pack
 ‘Making Sense of Secondary Science’ by Ros Driver et al.
 Teaching about Energy:
http://www.york.ac.uk/media/educationalstudies/documents/research/Paper11Teachingaboutenergy.
pdf
 Interactive simulations: http://phet.colorado.edu/en/simulations/category/physics
 Phil Beadle ‘How to Teach’
 Bill Rogers ‘Classroom Behaviour’
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