This is the second post about situations in which we are drawn into including intermediate stores as part of an unhelpful...
When discussing how we represent energy at school, a question often comes up about the role of intermediate processes and...
The first in a series of posts written by Charles Tracy about energy in the new curriculum.
The second in a series of blog posts discussing energy in the new curriculum.
This post picks up on the third of the three step approach given in the 'Starting Out' post: start and end points in an energy...
This resource considers what stores are helpful in energy discussions and for before-and-after analysis
This post discusses the idea of pathways, which link physical processes and an energy analysis.
This post discusses the difference between the old language of 'types' of energy and the newly introduced concept of 'stores'.
These questions can be used to explore students' ideas about energy at age 16 and address the new criteria for GCSEs in...
In this demonstration students predict which kettle boils first. You can use it to illustrate that power is the rate at which...
When teaching this topic, it is important to avoid your students conflating the energy analysis with an explanation of what’s...
Energy is an abstract concept and it can be hard to get a feel for the quantity of energy transferred in different events.
Stories from Physics
Recognising and celebrating outstanding contributions to the field of physics education.