Bringing together two sets of constraints
- 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
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
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.