Energy Transferred by Working
Electricity and Magnetism

Things you'll need to decide on as you plan: Efficiency and Calculations

Teaching Guidance for 14-16 Supporting Physics Teaching

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

  • bring calculations back to the lived-in word
  • relate very abstracted descriptions to very practical concerns
  • keep power and energy separate, yet related
  • keep calculations linked to physical concerns, showing what cannot happen

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:

  • deal with power as that which accumulates energy
  • separate descriptions that link snapshot to snapshot from descriptions of processes
  • construct explanations in careful, explicit steps

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
IOP DOMAINS Physics CPD programme

New videos on forces

Our first collection of videos gives teachers and coaches of physics a preview of the training we offer ahead of this term's live support sessions.

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