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

Many textbooks and teaching schemes talk of ‘transforming’ energy, or of ‘converting energy from one form to another’. This is...

Teaching Guidance 14-16

- draw on everyday conversations about energy - build on concerns about energy supply

Teaching Guidance 11-14

Energy is not some physical property that makes things happen. Rather, it is an interesting quantity, calculated in many...

Teaching Guidance 11-14

Pupils often become very interested when they learn that the money cost of having their TV or computer on is a lot less that...

Teaching Guidance 11-14

One enjoyable lesson you may try involves pupils carrying out a simple activity (such as running up some stairs) to measure...

Teaching Guidance 11-14

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

Teaching Guidance 11-14

Distinguishing–eliciting–connecting. How to:

Teaching Guidance 11-14

We suggest starting with fuels because of their obvious usefulness, and because something is very clearly used up. However...

Teaching Guidance 11-14

Pupils need to get hold of the idea that energy is always conserved.

Teaching Guidance 11-14

Many of the things we think of as fuels are things that get burnt, or at least oxidised. This is a good starting point but...

Teaching Guidance 11-14

Strictly speaking energy is an abstract quantity with a calculated number and a unit of measurement. However, even with the...

Teaching Guidance 11-14