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.

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