Energy Transferred by Working
Energy and Thermal Physics

Things you'll need to decide on as you plan: energy

Teaching Guidance for 11-14 Supporting Physics Teaching

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

  • draw on everyday conversations about energy
  • build on concerns about energy supply
  • formalising the discourse about energy by connecting it to calculations

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:

  • access values for energy
  • emphasise the atemporal facet of energy: it's always stored
  • distinguish between the physical descriptions of the lived-in world and the descriptions using the idea of energy
  • build in the conservation of energy as an assumption in analysis

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
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