Things you'll need to decide on as you plan: Modelling Light with Ray Diagrams

Bringing together two sets of constraints

Learners: Distinguishing–eliciting–connecting

How to:

• separate rays (the theoretical constructs) from beams (the physical)
• connect the predictions of ray models back to phenomena
• motivate the move from the phenomena to a ray model

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:

• exemplify the construction of ray models for particular purposes
• introduce the selection of rays
• establish the conventions for ray models
• identify the simplifications made in constructing a ray model
• put the ray model to use

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.