# Decisions for you as you plan to teach …

• ## …01 of the SPT topic: Light

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• identify source and detector
• separate luminous from non-luminous
• draw out children's ideas about seeing
• connect seeing to the source–medium–detector model
• build an explicit model of seeing

Teacher Tip: 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:

• construct the source–medium–detector model
• show illumination as a process where something travels
• build a correct model of how illumination diminishes
• emphasise that there is a finite trip time from source to detector
• draw out the role of light in enabling seeing
• bring to mind the role of reflection in seeing luminous objects

Teacher Tip: 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.

This appears in Li01TL as Li01TLnugget01 in the full materials.

• ## …02 of the SPT topic: Light

### Bringing together two sets of constraints

Learners: Distinguishing–eliciting–connecting

How to:

• 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

Teacher Tip: 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

Teacher Tip: 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.

This appears in Li02TL as Li02TLnugget01 in the full materials.

• ## …03 of the SPT topic: Light

### Bringing together two sets of constraints

Learners: Distinguishing–eliciting–connecting

How to:

• separate reflection and refraction
• avoid restricting the idea of reflection to shiny surfaces
• not conflate beams with rays
• reinforce the role of reflection in seeing
• connect seeing to both specular and diffuse reflections
• show where reflection and refraction occur outside the school laboratory

Teacher Tip: 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:

• use ray diagrams to account for reflections
• use ray diagrams to account for refraction
• distinguish between shadows and rays
• show clear examples of the phenomena
• introduce a wide range of surfaces from which reflection happens
• introduce a wide range of changes of medium at which refraction happens

Teacher Tip: 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.

This appears in Li03TL as Li03TLnugget01 in the full materials.

• ## …04 of the SPT topic: Light

### Bringing together two sets of constraints

Learners: Distinguishing–eliciting–connecting

How to:

• separate perceptual colour and spectral colour
• Separate altering a colour by adding frequencies from altering a colour by subtracting frequencies
• Identify the role of reflection in colour perception
• connect to how painters mix colours
• connect to coloured lighting
• connect to the colours on a computer screen

Teacher Tip: 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:

• connect dispersion to refraction