Thinking about actions to take: Shifting Energy Between Stores
Teaching Guidance for 11-14
There's a good chance you could improve your teaching if you were to:
- working as if energy is, in essence, quantitative
- using energy as a constraint on possibilities, not a cause of a process
- using a clear teaching model
- always taking simply about energy and changes in the energy
- developing the idea of a store as a placeholder for a calculated energy change
- working from well-described snapshot to well-described snapshot, then discussing the energy changes
Work through the Physics Narrative to find these lines of thinking worked out and then look in the Teaching Approaches for some examples of activities.
- allowing an endless list of kinds of energy
- using energy as cause
- using qualifying adjectives in front of
- treating energy as a physical substance
These difficulties are distilled from: the research findings; the practice of well-connected teachers with expertise; issues intrinsic to representing the physics well.