- keep the different radiating mechanisms separate - separate the phenomena from the explanations - explore the full range of...

Teaching Guidance 14-16

When we teach about sound, light and other radiations in school, it is well worth remembering that these are familiar things...

Teaching Guidance 14-16

Teaching Guidance 14-16

When students are first introduced to these terms, there is a tendency for them to use the terms in a less than precise way.

Teaching Guidance 14-16

Teaching Guidance 14-16

It's always worth bringing physics to life by introducing some of the characters behind the names. Rather than just stating...

Teaching Guidance 14-16

Think of a car left in a Mediterranean beach car park, where there is no shade. You get back to the car at the end of the day...

Teaching Guidance 14-16

Based on everyday reasoning many students believe that sounds travel more slowly in solids than in gases.

Teaching Guidance 14-16

One of the distinctive features of physics as a subject is that it involves representing ideas and phenomena in a whole range...

Teaching Guidance 14-16

Following on from the reasonable-sounding fact that sound can travel through air but can't travel through nothing, it comes as...

Teaching Guidance 14-16

As light spreads out from a source, its intensity decreases due to the processes of absorption and spreading.

Teaching Guidance 14-16

A ray diagram is a tool used by physicists to explain or predict the behaviour of beams of light as they pass through objects...

Teaching Guidance 14-16