Energy ppt

Key Stage 3 National Strategy

Key Stage 3 National StrategyKey Stage 3 National Strategy

Strengthening teaching and learning of energy

in Key Stage 3 science


Session 1

Where are the pupils coming from?

Slide 1.0


Task A Starter activity. Energy: true or false?

Individually

Answer the questions on handout 1.2. Don’t take too long over each question – your first thoughts will do at this stage.

In pairs

Discuss your answers with a colleague – concentrate on the questions where your answers are different.

Keep your sheet to hand – it will form the basis of plenary tasks during the day.

You may wish to add comments or change your mind about some of your answers during the day.Slide 1.1


Unit outline

Session 1 Where are the pupils coming from?

Session 2 Where and when to start in Year 7

Session 3 Different ways of teaching (teaching models) about energy as a key scientific idea

Session 4 Strategies for using the idea of energy in Year 8

Session 5 The challenge in Year 9

Slide 1.3


Objectives for the unit

• To explore some common misconceptions pupils have about energy

• To consider the teaching and learning of energy in Year 7

• To outline and discuss two commonly used ways of teaching about energy (teaching models) and explore the terminology associated with each

• To describe how these two ways of teaching about energy (teaching models) are used in published texts and in Year 9 national test papers

Slide 1.4a


Objectives for the unit

• To consider how questioning in Year 8 can give pupils opportunities to develop their understanding of energy using the energy transfer teaching model

• To show how lesson objectives can be refined to make the teaching of energy explicit in Year 8

• To describe how conservation of energy can be used as an accounting system during energy transfers

• To provide one possible teaching strategy to develop pupils’ understanding of conservation of energy

Slide 1.4b


Objective for session 1


By the end of this session participants should:

• have identified some common misconceptions pupils have about energy

• recognise that topics taught during Key Stage 2 underpin the key scientific idea of energy at Key Stage 3

• understand the importance of building on pupils’ prior knowledge and understanding about energy

Slide 1.5


Pupils’ ideas about energy

Energy is not part of the programme of study for Key Stage 2 but it would be incorrect to assume that Year 7 pupils haveno ideas about energy.

Pupils have ideas drawn from:

• everyday experience – for example,

‘when I play football I use up all my energy’;

• the teaching and learning of related topics – for example,

‘I get my energy from my dinner’ or ‘plants get their energy from the Sun’.

Slide 1.6


Task B Pupils’ ideas about energy

• Use handout 1.8.

• Look at the pupils’ statements:

– For each statement, consider whether it illustrates a lack of precision in the terminology used, an underlying misconception about the scientific ideas or both.

– For the statements containing misconceptions, speculate about how the pupil may have arrived at these views.

Slide 1.7


Task C Prior teaching related to energy

• Look at handout 1.10, pages 1 and 2.

• Suggest how each of the Key Stage 2 objectivesis related to the teaching of energy in Key Stage 3.

Slide 1.9


How teaching at Key Stage 2 underpins the key scientific idea of energy at Key Stage 3

Slide 1.11

6A Interdependence

and adaptation

6GChanging

circuits

6FHow we

see things

6EForces in action

6DReversible and

irreversible changes

5A Keeping healthy

5F Changing

sounds

5D Changing

state


The links between Key Stages 2 and 3

Slide 1.12

6A Interdependence

and adaptation

6GChanging

circuits

6FHow we

see things

6EForces in action

6DReversible and


5A Keeping healthy

5F Changing

sounds

5D Changing

state

Use a simple model of energy transfer in situationsincluding food chains and webs and electric circuits

Explain the importance and uses of stores of energyincluding food and fuels


Plenary for session 1




• have identified some common misconceptions pupils have about energy

• recognise that topics taught during Key Stage 2 underpin the key scientific idea of energy at Key Stage 3

• understand the importance of building on pupils’ prior knowledge and understanding about energy

Slide 1.13


Session 2

Where and when to start in Year 7

Slide 2.0



• To consider the teaching and learning of energy in Year 7


• have identified familiar contexts in Year 7 that offer opportunities to introduce the key scientific idea of energy

• have considered the starting point for their own teaching of energy in Year 7

• be able to use the Year 7 yearly teaching objectives to help plan for progression in teaching the key scientific idea of energy

Slide 2.1


Progression in the yearly teaching objectives for energy

Slide 2.3

6A Interdependence

and adaptation

6GChanging

circuits

6FHow we

see things

6EForces in action

6DReversible and


5A Keeping healthy

5F Changing

sounds

5D Changing

state




The importance of context

• Energy is a challenging abstract idea.• Introducing energy through familiar contexts will help

pupils develop their ideas about energy.• Unfamiliar contexts are very challenging.

Slide 2.5

Energy Familiar contexts, such asliving things, torches, toys

powered by cells etc.

Unfamiliar contexts, such ashydroelectric dams, chemical

change, respiration etc.


Food as an energy resource

Energy stored in food is a good starting pointin Year 7 because it:• relates to pupils’ everyday experiences;• builds on prior learning from Key Stage 2;• links energy with stores of energy and physical

activity;• provides an opportunity to address pupils’

common misconception that food is energy or, conversely, that energy is ‘stuff’.

Slide 2.7


Task D The energy content of food

Slide 2.8

• Look at the labels on handout 2.9.• Burn each of the four types of food, or watch the

demonstration or video clip.• Match the label to the food.• Explain your choice – which piece of information

on the label helped you decide?


Task E Comparing the energy content of different foods

• Use the food labels provided (these are reproduced on handout 2.11).

• Look at the energy content per 100g of the foods.

• Attach the labels to a washing line in a way that enables you to compare the amount of energy stored in each.

• Now look at the mystery foods (the ones with the energy content blanked out) and discuss in your group where you think these foods belong.

• When you have made your mind up about the mystery foods, collect an answer sheet from your tutor.

Slide 2.10


Task F An introduction to energy conservation as an accounting system

Look at handout 2.13, page 1, and answer the questions on page 2.

Slide 2.12


A ‘good enough’ teaching model for energy transfer in the context of eating food

Slide 2.14

Energystoredin food

Person Surroundingseating activity


Task G Opportunities to teach about energy in Year 7

• Look at the Year 7 yearly teaching objectives for energy on page 30 of the Framework for teaching science: Years 7, 8 and 9.

• For each statement in the Year 7 yearly teaching objectives, identify an activity from the QCA units that could be used to teach pupils about this aspect of energy.

• Record the units and activities you identify on handout 2.16.

• Consider the implications for the order in which these topics are taught in Year 7.

Slide 2.15



Objective for session 2• To consider the teaching and learning of energy in Year 7


• have identified familiar contexts in Year 7 that offer opportunities to introduce the key scientific idea of energy

• have considered the starting point for their own teaching of energy in Year 7

• be able to use the Year 7 yearly teaching objectives to help plan for progression in teaching the key scientific idea of energy

Slide 2.17


Session 3

Different ways of teaching (teaching models) about energy as a key scientific idea

Slide 3.0


Objectives for session 3

Objectives for session 3• To outline and discuss two commonly used ways of

teaching (teaching models) about energy and explore the terminology associated with each

• To describe how these two ways of teaching (teaching models) about energy are used in published texts and the Year 9 national test papers

Slide 3.1a


Outcomes for session 3

By the end of the session participants should:• have improved their understanding of two common

teaching models for energy – these are transformation of energy and energy transfer

• feel confident about using the correct terminology associated with energy transfer

• recognise some of the problems associated with the use of terminology in published materials and have some strategies to overcome these

Slide 3.1b


Task H Talking about energy

• Look at each of the cards provided.• Select the statement on each card that best

matches the explanation you would use with your pupils.

• Record your answers on handout 3.4.

Slide 3.2


Ways of teaching (teaching models) about energy

The preferred teaching model selected by science departments usually determines the terminology used to describe events and phenomena in relation to energy.

A Answers mainly As – you are confident using thetransformation of energy teaching model.

B Answers mainly Bs – you are confident using the energy transfer teaching model.

C Answers mainly Cs – you are using a hybrid of theenergy transfer and transformation of energy teaching models.Slide 3.5


Alternative models for teaching energy at Key Stage 3Transformation of energyAccording to this model, energy takes on different forms, for example chemical, heat, light, etc. Energy is transformed or changed from one form or type to another when a change occurs.

Typical use of language: ‘The chemical energy in the battery is transformed into electrical energy in the wires and then to light and heat energy in the bulb.’ ‘The light energy from the Sun is changed into chemical energy in the leaf.’ ‘Chemical energy in the reaction is changed into light and heat.’ ‘The chemical energy in the weightlifter’s muscles is changed into kinetic energy when the bar is being lifted and is changed into potential energy at the top of the lift.’

Slide 3.6


Alternative models for teaching energy at Key Stage 3

Energy transferIn this model the energy is located in one place, and when something happens energy is transferred from that place to another by a process.

Typical use of language:• ‘The energy in the battery is transferred to the bulb by electricity and then from the bulb to the surroundings by light. Some energy is transferred to the surroundings by heating.’• ‘Energy from the Sun is transferred to the leaf cells by light.’• ‘Energy is transferred from the reacting chemicals to the surroundings by heating and light.’• ‘A weightlifter transfers energy from his muscles to the bar by lifting (moving) his arms.’Slide 3.7


Alternative ways of teaching (teaching models) about energy at Key Stage 3

Slide 3.8

Energy transformation

Energy transfer

Chemical

Cell

Electrical

Electric current

Bulb

Light

Heat

Surroundings

Light

Heating


Terminology used when teaching energy in Key Stage 3

Transformation Transferheat heatinglight lightsound soundelectrical electric currentkinetic storedchemical storedpotential (elastic and gravitational) storednuclear stored

Slide 3.9


Energy transfer as an introduction to energy conservation as an accounting system

• Energy transfer is a process.• Energy can be stored with the potential to be

transferred.• The amount of stored energy sets limits to what

can happen.• Energy transfers result from something

happening.• Energy does not cause things to happen.

Slide 3.11


Task I Analysing published texts

• Use handout 3.14.• Look at the texts and/or photocopies of resources

you have brought with you.• Consider each of the statements on

handout 3.14.• You may wish to highlight areas of your texts or

photocopies that relate to particular statements on the handout.

Slide 3.13

Key Stage 3 National StrategySlide 3.15



Objectives for session 3• To outline and discuss two commonly used ways of

teaching (teaching models) about energy and explore the terminology associated with each

• To describe how these two ways of teaching (teaching models) about energy are used in published texts and the Year 9 national test papers

Slide 3.17a



By the end of the session participants should:• have improved their understanding of two common

teaching models for energy – these are transformation of energy and energy transfer

• feel confident about using the correct terminology associated with energy transfer

• recognise some of the problems associated with the use of terminology in published materials and have some strategies to overcome these

Slide 3.17b


Session 4

Strategies for using the idea of energy in Year 8

Slide 4.0


Objectives for session 4• To consider how questioning in Year 8 can give pupils

opportunities to develop their understanding of energy using the energy transfer teaching model


Slide 4.1a


Outcomes for session 4


• recognise the importance of asking pupils in Year 8 to explain their observations and findings using the idea of energy transfer

• be able to modify the learning objectives in Year 8, where appropriate, to raise the level of challenge in the lesson from broadly descriptive to explanatory

• be able to develop questions and questioning that help pupils use terminology related to energy transfer to explain a range of events and phenomena

Slide 4.1b


Energy in Year 7

Year 7 teaching objective – Use a simple model ofenergy transfer to explain how non-living thingscan change or move. This requires pupils to havebeen taught that:

• energy is stored in many places ready for use;

• energy does not cause something to happen;

• energy transfer is a result of something happening;

• the energy stored sets limits on what can happen.

Slide 4.2


The yearly teaching objectives and progression in energy

Slide 4.3

Year 8

Year 7

Use the energy transfer model to explain phenomena in familiar and unfamiliar contexts

Heating Light RespirationSound Ecology Rockcycle

Food anddigestion

Chemicalreactions

Use a simple model of energy transferin situations including food chains and

webs and electric circuits

Explain the importance and usesof stores of energy including food

and fuels


Recommendations from the 2001 and 2002 Key Stage 3 standards reports for science

‘Teachers should provide pupils with a variety of familiar and unfamiliar situations, so that they can gain experience in explaining energy transfers in different contexts.’ (2001)

‘Teachers can help pupils improve performance by emphasising that the key ideas underlying scientific description and explanation which may appear unconnected are linked, e.g. from the “Energy resources”, “Food and digestion”’ and “Using chemistry” units.’ (2002)

Slide 4.4


Task J Modifying the introduction to a unit

• Look at handout 4.6.• Read the introductory session to unit 8K, Light.• What would you add to the section ‘Where the

unit fits in’?

Slide 4.5


Task K Using questions and/or modifying learning objectives

• Work on one of the remaining sections of unit 8K, Light.

• Include questions that will probe pupils’ understanding of energy transfer by light.

• Make explicit references to teaching about energy transfer in the learning objectives.

Slide 4.7


Task L Using question sheets to extend pupils’ thinking

Light forever!

Imagine a room in which the ceiling and the walls are made entirely of mirrors.

In the middle of the room is a light bulb.

The light from the light bulb is reflected between the mirrors.

Slide 4.10

If you turn the light bulb off, will it stay light in the room?If not, why not?Where does the energy go? Think! Energy transfer.


Task L Using question sheets to extend pupils’ thinking

Changing waistcoats!

Imagine it is a bright, sunny day and you are standing in front of a plane mirror wearing a red waistcoat.

What colour waistcoat is your image wearing?

A green filter is placed between you and the mirror. What colour does the waistcoat appear in the image? Why?

Has the transfer of energy stopped?

Slide 4.11


Video

Developing pupils’ understanding of energy through the teaching of light

Slide 4.12



Objectives for session 4• To consider how questioning in Year 8 can give pupils

opportunities to develop their understanding of energy using the energy transfer teaching model


Slide 4.13a




• recognise the importance of asking pupils in Year 8 to explain their observations and findings using the idea of energy transfer

• be able to modify the learning objectives in Year 8, where appropriate, to raise the level of challenge in the lesson from broadly descriptive to explanatory

• be able to develop questions and questioning that help pupils use terminology related to energy transfer to explain a range of events and phenomena

Slide 4.13b


Session 5

The challenge in Year 9

Slide 5.0


Objectives for session 5• To describe how conservation of energy can be used as

an accounting system during energy transfers• To provide one possible teaching strategy to develop

pupils’ understanding of conservation of energy

By the end of this session participants should:• be able to show pupils how energy conservation can be

used as an accounting system in science• know how to use the conservation of energy to explain

efficiency and dissipation of energy• be able to use blocks or tokens with Sankey diagrams to

illustrate conservation of energy

Slide 5.1


Progression in Year 9

• Look at the yearly teaching objectives for energy in Year 9.

• What are the main teaching points in Year 9?

Slide 5.2



Slide 5.3

Year 8

Year 7



Food anddigestion

Chemicalreactions

Use a simple model of energy transfer in situations including food chains and


Explain the importance and uses of stores of energy including food and fuels

Recognise the idea of energy conservation as an accounting system and how this can be applied to

energy transfers

Apply energy conservation to explain energy dissipation and energy efficiency

Year 9


Energy – a most abstract idea

‘There is a certain quantity, which we call energy, that does not change in the manifold changes which nature undergoes. That is a most abstract idea, because it is a mathematical principle; it says that there is a numerical quantity, which does not change when something happens. It is not a description of a mechanism, or anything concrete; it is just a strange fact that we can calculate some number and when we finish watching nature go through her tricks and calculate that number again, it is the same.’

Richard Feynman

Slide 5.5


Richard Feynman’s model: Dennis the Menace

Read handout 5.7.

Richard FeynmanSlide 5.6


Energy transfers in an electric torch

electric current light

heating heatingCell Filament bulb

Energy in surroundings

Energy in surroundings

Slide 5.8


A Sankey diagram showing energy transfers in an electric torch

Slide 5.9

Electric current

Heating

Heating

Light

Cell Bulb Surroundings

Surroundings


Using tokens with Sankey diagrams

Slide 5.10


Task N Helping pupils use the idea of energy conservation as an accounting system

• Choose one of the energy stories from handout 5.12.

• Use the squared paper (handout 5.13) and tokens supplied to make a Sankey diagram representing the energy transfers in your chosen story.

Slide 5.11


The usefulness of Sankey diagrams

How does using blocks or tokens with Sankey diagrams help pupils to understand:• transfer of energy;• conservation of energy;• dissipation of energy (as energy is transferred it

becomes more spread out and less useful);• energy efficiency?

What are the limitations of using Sankey diagramsin this way?Slide 5.15


Plenary for session 5Objectives for session 5 • To describe how conservation of energy can be used as an

accounting system during energy transfers• To provide one possible teaching strategy to develop pupils’

understanding of conservation of energy

By the end of this session participants should:• be able to show pupils how energy conservation can be used

as an accounting system in science• know how to use the conservation of energy to explain

efficiency and dissipation of energy• be able to use blocks or tokens with Sankey diagrams to

illustrate conservation of energy

Slide 5.16


How teaching at Key Stage 2 underpins the key idea of energy at Key Stage 3

Slide 5.17

6A Interdependence

and adaptation

6GChanging

circuits

6FHow we

see things

6EForces in action

6DReversible and


5A Keeping healthy

5F Changing

sounds

5D Changing

state



Year 7


The importance of context

• Energy is a challenging abstract idea.• Introducing energy through familiar contexts will help

pupils develop their ideas about energy.• Unfamiliar contexts are very challenging.

Slide 5.18

Energy Familiar contexts, such asliving things, torches, toys

powered by cells etc.

Unfamiliar contexts, such ashydroelectric dams, chemical

change, respiration etc.


Alternative energy models for teaching energy at Key Stage 3

Slide 5.19

Energy transformation

Energy transfer

Chemical

Cell

Electrical

Electric current

Bulb

Light

Heat

Surroundings

Light

Heating



Slide 5.20

Year 8

Year 7



Food anddigestion

Chemicalreactions




Year 9



Slide 5.21

Year 8

Year 7



Food anddigestion

Chemicalreactions




Recognise the idea of energy conservation as an accounting system and how this can be applied to

energy transfers

Apply energy conservation to explain energy dissipation and energy efficiency

Year 9


Energy: true or false?

• Have you changed any of your views about energy during the day?

• Think of one thing you will do differently the next time you teach pupils about energy.

Slide 5.22


Where next?

Individually

• Be explicit with pupils about when the idea of energy is being introduced, perhaps by using the energy stored in food as a starting point.

• Allow time to explain to pupils that there are two teaching models to explain the idea of energy. These are transformation of energy and energy transfer.

• Be precise about the terminology that is used for the transformation and transfer teaching models. Mixing the two into a hybrid language will probably confuse pupils.

Slide 5.23a


Where next?

Individually• Recognise that pupils will meet both teaching models in

textbooks and end of Key Stage 3 tests.• Be more selective when using activities and examples

taken from textbooks.• Provide opportunities for pupils to develop their

understanding of the idea of energy by practising using energy terminology to explain a range of changes, events and phenomena.

• Identify lessons in which pupils can use the energy transfer teaching model in Year 8.

Slide 5.23b


Where next?

Individually• Use ideas of energy transfer when teaching light.• Generate some questions to use in existing lessons that

challenge and extend pupils’ thinking about energy.• Modify some existing departmental resources to ensure

consistency in the use of appropriate terminology.• Discuss with more able pupils the role played by models

in science.• Use tokens with Sankey diagrams to develop the idea of

energy conservation.

Slide 5.23c


Where next?

As a department• Work with the Key Stage 3 science coordinator to plan for

an explicit introduction of the idea of energy to pupils in Year 7.

• Work with the Key Stage 3 science coordinator to check the progression of energy ideas and the use of models in your scheme of work.

• Analyse pupils’ responses to internal tests and end of Year 9 tests, and use the Key Stage 3 standards reports for science to pinpoint pupils’ difficulties with the idea of energy and its associated language.

Slide 5.23d


Where next?

As a department• Develop a progressive teaching programme based on the

yearly teaching objectives for energy.• Encourage greater consistency in the use of the energy

transfer teaching model terminology to promote better understanding of the ideas of energy conservation, dissipation and efficiency.

• Use the true or false activity and the energy cards in a department meeting to promote discussion of energy ideas and terminology.

• Help initiate department INSET based on today’s course, perhaps with support from the LEA consultant.

Slide 5.23e

Education

Energy ppt