Thinking about actions to take: Warming and Cooling
Teaching Guidance for 11-14
There's a good chance you could improve your teaching if you were to:
- using the idea of a thermal store as the basis for exploring temperature
- explicitly describing where the energy is before and after a process
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.
- conflating power and energy
- mixing up descriptions about processes with those about snapshots, which define the beginning and end of the process
These difficulties are distilled from: the research findings; the practice of well-connected teachers with expertise; issues intrinsic to representing the physics well.