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 Supporting Physics Teaching

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.

IOP DOMAINS PHYSICS CPD PROGRAMME

Matter and Nuclear CPD videos

Our new set 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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