Teaching about light and sound is to teach about the processes of hearing and seeing. In considering the kinds of leading questions that we might ask in teaching, I suggest that a rethinking of how we consider the contribution of the energetic descriptions to this area will probably help to make these questions more fruitful. A subtly changed focus to a teacher's questioning will: allow more coherence across these and other topics; make more of the fundamental model; do less to lead learners off up some well-explored wrong tracks; and do more to exploit everyday experiences and concerns. (Contains 3 figures.)