Visible Light
Light Sound and Waves

Things you'll need to decide on as you plan: colour

Teaching Guidance for 11-14 Supporting Physics Teaching

Bringing together two sets of constraints

Learners: Distinguishing–eliciting–connecting

How will you:

  • separate perceptual colour and spectral colour
  • separate altering a colour by adding frequencies from altering a colour by subtracting frequencies
  • identify the role of reflection in colour perception
  • connect to how painters mix colours
  • connect to coloured lighting
  • connect to the colours on a computer screen

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 will you:

  • connect dispersion to refraction
  • link colour and frequency
  • separate perceptual colour and spectral colour
  • link absorption to the colour of an object

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.

IOP DOMAINS Physics CPD programme

Waves CPD videos

Our new set of videos gives teachers and coaches of physics a preview of the training we offer ahead of this term's live support sessions.

Find out more