This is the second post about situations in which we are drawn into including intermediate stores as part of an unhelpful...

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When discussing how we represent energy at school, a question often comes up about the role of intermediate processes and...

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The first in a series of posts written by Charles Tracy about energy in the new curriculum.

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The second in a series of blog posts discussing energy in the new curriculum.

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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...

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This resource considers what stores are helpful in energy discussions and for before-and-after analysis

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This post discusses the idea of pathways, which link physical processes and an energy analysis.

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This post discusses the difference between the old language of 'types' of energy and the newly introduced concept of 'stores'.

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Substantial evidence suggests that the holding of misconceptions can prevent pupils’ further understanding of physics. As such...

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Once you have a clearer picture of the sorts of ideas your pupils might have about physics, the next question to consider is...

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Whether you’re a technician, a teacher, the head of your department, or someone involved with the running of a school or a...

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One of the benefits of familiarising yourself with common student misconceptions is that it may help to develop your own...

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