Energy Transferred by Heating
Energy and Thermal Physics
Things you'll need to decide on as you plan: Warming and Cooling
Teaching Guidance
for 11-14
Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- distinguish between things that feel cold and things that are at a low temperature
- separate out the movement of energy from the movement of particles
- draw out pupils' reasoning about temperature and thermal energy
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:
- separate temperature and thermal energy
- avoid slogans such as
heat rises
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.
