Energy Transferred by Working
Electricity and Magnetism

Things you'll need to decide on as you plan: Designed Devices Switch Pathways

Teaching Guidance for 14-16 Supporting Physics Teaching

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

  • discuss dynamic equilibrium, where nothing seems to be happening
  • develop precise enough physical descriptions of processes to enable discussions about power and energy to be well grounded
  • connect the insights from physics to the lived-in world
  • maintain a strategic view when developing multi-step arguments
  • link actions with apparatus to accounts with words and diagrams

Teacher Tip: These are all related to findings about children's ideas from research. The teaching activities will provide some suggestions. So will colleagues, near and far.

Focusing on the physics:

Representing–noticing–recording. How to:

  • emphasise what many different devices have in common
  • make appropriate use of quantification, as being essential to arguments relying on energy and power
  • show the uses for ideas such as field
  • exploit the idea of compensation

Teacher Tip: Connecting what is experienced with what is written and drawn is essential to making sense of the connections between the theoretical world of physics and the lived-in world of the children. Don't forget to exemplify this action.

Energy Transferred by Working
appears in the relation dU=dQ+dW
is used in analyses relating to Working Engines Thermionic Emission
is a special case of Work
has the special case Potential Energy Kinetic Energy
Limit Less Campaign

Support our manifesto for change

The IOP wants to support young people to fulfil their potential by doing physics. Please sign the manifesto today so that we can show our politicians there is widespread support for improving equity and inclusion across the education sector.

Sign today