particles, and therefore can store far less thermal energy. This can be modelled using marbles/fluff balls in a coffee cup, say each one is worth 8 (a made up score for thermal energy), to represent 80°C, and then many more marbles/fluff balls in a larger container, each being worth 3. The large container should add up to more. Students are able to The teacher can then go onto explain that thermal energy modify and is just one type of energy, and that are many other challenge their own types. Students can see if they can identify them and give understanding of examples associated with them. energy beyond *Note The concept of energy and defining energy is a – energy in the form difficult one, and it should be approached in a careful of food or electrical manner, as to not develop or deepen misconceptions energy. (many students may have misconceptions this topic based on a general misunderstanding) that the students may have. It should be stressed that energy is a property Students can of a system, and should be taught using examples with exemplify how observable changes. This also helps to demonstrate how energy transforms, energy is often transformed from one type into another. but is not lost. Students should be given the opportunity to describe Sticky notes, flipchart what they know and what questions they have about size paper (for what I energy. This can be conducted by using sticky notes and know and questions) 2 separate wall spaces, one for what they and the ”know” other for questions they have. This will give the teacher the opportunity to identify misconceptions about what Students work as Marbles/ball bearings, they know, and give some time to plan the answer to part of a team to rules or some of the more conceptually challenging questions. investigate the equivalent tape effects of mass or measures, trays Inquiry: There are numerous investigations that can be height on the containing said, or carried out in order to investigate energy. As a group transformation of flour, cocoa powder investigation students drop marbles into a container of
particles, and therefore can store far less thermal energy. This can be modelled using marbles/fluff balls in a coffee cup, say each one is worth 8 (a made up score for thermal energy), to represent 80°C, and then many more marbles/fluff balls in a larger container, each being worth 3. The large container should add up to more. The teacher can then go onto explain that thermal energy is just one type of energy, and that are many other types. Students can see if they can identify them and give examples associated with them. *Note – The concept of energy and defining energy is a difficult one, and it should be approached in a careful manner, as to not develop or deepen misconceptions (many students may have misconceptions this topic based on a general misunderstanding) that the students may have. It should be stressed that energy is a property of a system, and should be taught using examples with observable changes. This also helps to demonstrate how energy is often transformed from one type into another. Students should be given the opportunity to describe what they know and what questions they have about energy. This can be conducted by using sticky notes and 2 separate wall spaces, one for what they ”know” and the other for questions they have. This will give the teacher the opportunity to identify misconceptions about what they know, and give some time to plan the answer to some of the more conceptually challenging questions. Inquiry: There are numerous investigations that can be carried out in order to investigate energy. As a group investigation students drop marbles into a container of Sticky notes, flipchart size paper (for what I know and questions) Marbles/ball bearings, rules or equivalent tape measures, trays containing said, or flour, cocoa powder Students are able to modify and challenge their own understanding of energy beyond energy in the form of food or electrical energy. Students can exemplify how energy transforms, but is not lost. Students work as part of a team to investigate the effects of mass or height on the transformation of
Year%204%20Draft%20Science%20guidance.docx