Thinking about actions to take: Quantifying and Using Sound
Teaching Guidance for 11-14
There's a good chance you could improve your teaching if you were to:
- showing large-scale, slow vibrations producing a sound
- emphasising that all sounds have a source
- tracing the chain from source to detector, via medium, often
- showing changing frequency without changing amplitude
- showing changing amplitude without changing frequency
- measuring frequency directly, linking this to counting the vibrations
- relating delays in hearing sounds to trip times due to the speed of propagation
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.
- showing waveforms on an oscilloscope
- introducing wavelength prematurely
- using a strobe without explaining how you see what you see
These difficulties are distilled from: the research findings; the practice of well-connected teachers with expertise; issues intrinsic to representing the physics well.