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teaching secondary
P H YS I C S
SECOND EDITION
ED I TO R: DAV I D S A N G
Biblio
Titles in this series:
Teaching Secondary Biology 978 1444 124316
Teaching Secondary Chemistry 978 1444 124323
Teaching Secondary Physics 978 1444 124309
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ii
Contents
Contributors iv
Acknowledgements vi
Introduction vii
Safety first! ix
Top ten physics teaching websites xi
1 Energy 1
Robin Millar
2 Sound, light and waves 49
Carol Tear
3 Forces 105
Bob Kibble
4 Electricity and magnetism 151
Robert Strawson
5 Earth in Space 203
Jonathan Osborne
6 Radioactivity 239
David Sang
Index 271
iii
Introduction
David Sang
This book is one of a series of six ASE handbooks which includes
two parallel volumes on teaching biology and chemistry. It has been
written by a team of experienced physics teachers, assisted by
comments and contributions from many others. Our aim has been
to outline a pragmatic approach to the teaching of physics, against a
background of discussion of some of the issues involved. We have at
all times kept in mind the needs of a teacher confronted with the
task of teaching a specific topic in the near future, and tried to
address the question, what does such a teacher need to produce a
series of effective lessons?
colleagues.
Our main aim in each chapter is to show how physics concepts can
be developed in a particular area of the curriculum. While we have
taken into account the current UK syllabus requirements, we have
not stuck closely to any one curriculum. We expect that this book
will be appropriate to secondary physics teachers throughout the
UK and elsewhere.
vii
INTRODUCTION
the margin)
suggestions for useful websites (highlighted by the use of this
resources
opportunities for the teaching of the applied or ethical aspects of
physics
links with other areas of physics or science.
viii
2 Sound, light and waves
Carol Tear
2.1 The production and transmission 2.3 The nature and transmission of
of sound light
Making and recognising sound Finding light
2.2 Hearing and audio equipment 2.4 Vision, refraction and colour
The ear and hearing The eye and the camera
Audio devices and systems Refraction
Models of light
Seismic waves
Choosing a route
Sound and light will have been studied in some detail by all
students in primary school. They will probably have enjoyed much
of that work and have some clear understanding of parts of the
topics. Sections 2.1 and 2.3 are suitable starting points for lower
secondary students. In each of these sections, details are given of
their likely experience in primary science lessons and of the
probable extent of their understanding. Sections 2.2 and 2.4 build
on these and are suitable for later study.
Sound is a subject in which students will see many applications
to their everyday lives. Light can be a challenge to their
understanding, indeed the development of scientific models of
light is a good example of ‘how science works’. The uses of both
sound/ultrasound and light/electromagnetic waves can provide
attractive areas of enquiry for students in upper secondary classes.
49
SOUND, LIGHT AND WAVES
50
2.1 The production and transmission of sound
Moving on
The challenge for the teacher is to move the students on from
associating sound with properties of materials and human action to a
confident grasp of the vibration concept. This will involve providing
examples of progressively less obvious vibrating sources. At 4 years
old children notice the vibration of a cymbal, but even at the age of
16, some students may have difficulty with the idea of transferring
the vibration of the object to air. Suitable strategies include:
devising ways of making the vibrations visible (such as sand or
(for example, they may think that the speed of sound depends on
its pitch)
encouraging students to generalise their findings (for example
A teaching sequence
This is a good topic for developing positive attitudes to science and
for liaison with the music department. Most students are interested
in music and many will play instruments. There are opportunities
for addressing personal and social interests such as how music is
created and how to insulate against unwanted sound. There is
scope for an investigative approach to the key concepts of how
different sounds are made and transmitted.
It is inevitable that students will have met some of these ideas
and activities previously. You should be prepared to move on
rapidly if this becomes apparent. Some activities can be presented
in terms of ‘finding out what you already know’. You can maintain
interest by emphasising some of the more technological aspects
which are likely to be less familiar; for example, discuss voice
recognition, synthesisers, sound meters.
51
SOUND, LIGHT AND WAVES
Figure 2.1
Showing sound
vibrations. A
loudspeaker with
an open cone
shows how
electrical signals
are transformed
into sound. The
movement is visible
for low notes and
can be made more
obvious with
polystyrene beads.
Changing sound
Demonstrate with a guitar, recorder and ‘talking’ drum (which has
adjustable tension), or similar instruments, how notes of different
pitch and loudness can be made. Provide simple or DIY
instruments and ask students to observe how they can make the
notes change and encourage them to generalise to rules such as:
the greater the movement, the louder the sound
the larger the sound maker, the lower the sound, etc.
52
2.1 The production and transmission of sound
Figure 2.2 a
Oscilloscope
displays of different
sounds. louder
a The louder the
sound, the greater
the amplitude of amplitude
the vibration or
sound.
b The higher the
pitch, the greater
the number of
vibrations per
second (the
frequency).
b
time for one complete
vibration
higher
pitch
53
SOUND, LIGHT AND WAVES
loudspeaker
audio signal
generator
frequency
scale
Travelling sound
The variation of loudness with distance from a source can be
explored in a number of ways. A context of interest to students could
be to use an MP3 player, or mobile phone, as the source of sound.
The volume could be varied and the distance measured at which the
sound can just not be heard (in a range of directions). This could be
linked with the concern about young people damaging their hearing
by listening to music through earphones with the volume too high.
Ask students to set the volume at their chosen level for listening to
their favourite music and measure the distance at which others can
hear the sound. Medical evidence shows that if you can hear it 2
metres away, the listener is damaging their hearing (British Tinnitus
Association, 1997). A more quantitative investigation of this is
possible if a sound level meter is available. At this stage it is not
necessary to go into the details of the decibel scale or the inverse
square law relationship between sound intensity and distance from
54
2.1 The production and transmission of sound
55
SOUND, LIGHT AND WAVES
Figure 2.4
Listening to a
coathanger!
string held in
contact with ear
metal coathanger
Figure 2.5
Listening under
water
balloon rubber
56 stretched over funnel
2.1 The production and transmission of sound
Ask your students whether they think sound travels faster in solids,
liquids or gases. Most assume sound travels most easily in air, as it
is ‘thinner’. In fact, sound travels faster through solids, hence the
traditional Native American action of listening for horses’ hooves
by putting an ear to the ground. Students may have noticed that
they can hear an approaching train first from the humming of the
rails, before any sound arrives through the air. They should of
course be discouraged from actually putting their ears to the rails!
Measurements of the speed of sound in the laboratory could be
made using a dual beam oscilloscope with inputs directly from the
source of the sound and from the sound received at a measured
distance (Figure 2.6). The oscilloscope traces enable the time
difference to be measured accurately.
Figure 2.6 dual beam
Measuring the oscilloscope
speed of sound
measure of time taken for
sound to reach microphone
microphone
sound
Reflected sound
When sound meets an interface with another medium, it will be
reflected or absorbed – usually both. The sound is reflected at an
angle equal to that it approached with. This is the law of reflection.
Hard surfaces tend to be good reflectors and smooth ones will
reflect regularly. Students can investigate reflection using the
arrangements in Figure 2.7. Soft materials tend to absorb sound
energy; students can investigate this by observing the loudness of a
clock or MP3 player when placed in a box with different soft
57
SOUND, LIGHT AND WAVES
reflector
11 12 1
11 12 1 10 2
watch
10 2
9 3
9 3 8 4
7 5
8 4 6
7 5
6
watch
Further activities
Students should be warned never to stick anything sharp or thinner
than their fingers into their ears because of the danger of rupture to
the eardrum.
Produce a sound trail around the school with a worksheet asking
students to describe the sounds they hear, identify them and
explain how they knew what they were.
Measure sound levels around the school. Decide suitable levels for
the library, private study areas, the classroom, the dining hall, etc.
Design a new musical instrument. Predict how to make a range
of notes and test the prediction.
58
2.2 Hearing and audio equipment
Enhancement ideas
The original stethoscope was a simple rod placed between the
doctor’s ear and the patient’s skin. More recent stethoscopes are
tubes with specially shaped bells to amplify the lower frequency
sounds from the heart and the higher frequency sounds from the
lungs.
Water engineers listen with rods which they place on pipes where
they think there is a leak. They hear turbulence where water is
escaping – this can help them to detect people who are breaking
hosepipe bans. Central heating ‘bumps’ are transmitted efficiently
and annoyingly around the house by the liquid and the metal pipes.
Musical instruments which make the sound mechanically (by
hand) are called ‘acoustic’. Instruments can be designed to use
the mechanical motion to generate an electric current, as in the
strings of an electric guitar. Electronic instruments such as
keyboards do not need a vibration; pressing the keys closes
switches so oscillating currents flow.
The varying currents from electric and electronic instruments are
fed to an amplifier which increases their loudness (by increasing
their amplitude) and can change the nature of the sound.
‘Acoustic’ sound can be converted with a microphone into
electrical signals which can be amplified in the same way.
Loudspeakers convert the electrical signal back into sound.
Microphones and loudspeakers are examples of transducers; they
transfer energy. There is more about audio systems in Section 2.2.
There is information on the sound levels and recommended safe
exposure times for loud sounds in Section 2.2.