When an electric current passes through a long, hollow coil of wire there will be a strong magnetic field inside the coil and...

Teaching Guidance 14-16

Distinguishing–eliciting–connecting. How to:

Teaching Guidance 14-16

This episode takes us into the realms of practical devices such as motors, transformers and generators. How can the working of...

Teaching Guidance 14-16

In thinking about this question it's helpful to start by distinguishing between the physical (real-world) and energy...

Teaching Guidance 14-16

What's the big drawback to using electric motors in cars? This is a question worth addressing with students and it provides a...

Teaching Guidance 14-16

Experience has shown that students can become very motivated by carrying out energy surveys for their home or school. The...

Teaching Guidance 14-16

The basic assumption in thinking about the working of a transformer is that there must be a power balance across it. The input...

Teaching Guidance 14-16

The wrong track thinking set out here takes us back to the world of forms of energy , where the working of a generator is...

Teaching Guidance 14-16

The idea that electric generators make electricity is quite a common one and portrays similar thinking to the idea that...

Teaching Guidance 14-16

There's a good chance you could improve your teaching if you were to try these strategies.

Teaching Guidance 14-16

Distinguishing–eliciting–connecting. How to:

Teaching Guidance 14-16

The focus of this episode is on putting electricity to work in different kinds of electrical appliances. We see how it's...

Teaching Guidance 14-16