Things you'll need to decide on as you plan: photons
Teaching Guidance for 14-16
Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How will you:
- build connections between the macroscopic and the sub-microscopic
- develop a model of photons that is based on a wide range of phenomena
- avoid confusing them with the detritus of history
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:
- represent photons
- model frequency-dependent phenomena
- connect existing models of energy with shifting energy in chunks
- separate power in pathways from energy in stores
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.