Thinking about actions to take: Describing Sound
Teaching Guidance for 11-14
There's a good chance you could improve your teaching if you were to:
- make explicit use of the source–medium–detector model
- model the vibrations as changes in density
- link the movements of the sources to changes in density
- keep the language simple: 'to and fro' may be more effective than 'longitudinal'
- relating what's pictured as a part of the model to human experiences
- draw simple sketches, rather than hanging too much on words
Work through the Physics Narrative to find these lines of thinking worked out and then look in the Teaching Approaches for some examples of activities.
- using specious energy descriptions
- drawing or showing transverse waveforms
- asserting that sound is a wave without clarifying explanation of the idea of a wave
- conflating models with the lived-in world
These difficulties are distilled from: the research findings; the practice of well-connected teachers with expertise; issues intrinsic to representing the physics well.