Thinking about actions to take: Modelling Light with Ray Diagrams
Teaching Guidance for 11-14
There's a good chance you could improve your teaching if you were to:
- explicitly separating beams and rays
- being explicit about the modelling process
- exemplifying the construction of ray diagrams
- using the ray model to make predictions
- explicitly choosing rays to draw
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.
- conflating rays and beams
- conflating the lived-in world with the theoretical world of physics
- sketching ray diagrams
These difficulties are distilled from: the research findings; the practice of well-connected teachers with expertise; issues intrinsic to representing the physics well.