Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- focus on the physical aspect of the transmission of sound
- build a source–medium–detector model
- put the source–medium–detector model to use
- make connections with travelling electromagnetic vibrations
- connect vibrating objects to travelling vibrations
- connect hearing to the source–medium–detector 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:
- draw the spread of the vibrations
- describe and make real the to and fro vibrations
- prepare the ground for frequency and amplitude being the fundamental characteristics
- draw vibrating objects
- unify a wide range of experiences with a single model
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 So01TL as So01TLnugget01 in the full materials.