Handout of Strengthening teaching and learning of energy in Key Stage 3 science Session 3. Notes for tutors

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1 Handout of 8 ard Wind-up mouse ard Torch 70 Strengthening teaching and learning of energy in Key Stage 3 science Session 3 Potential energy stored in the person s muscles is changed to elastic potential energy in the spring. Potential energy in the spring is changed to kinetic (moving) energy and some sound energy when the mouse is moving. Energy from the person is transferred to the spring when it is wound up. Energy is then transferred from the spring to the mouse while it is moving. Some of the energy stored in the spring is transferred to the surroundings by sound. Potential energy from the person s muscles is transferred to the spring when it is wound up. When the mouse is released the energy stored in the spring is changed into kinetic (moving) energy and some sound energy. When the circuit is switched on, chemical (stored) energy in the battery is changed into electrical energy in the wires and then into light and heat energy by the bulb. When the circuit is switched on, the energy stored in the cells is transferred to the bulb by an electric current in the wires. Energy is then transferred from the bulb to the surroundings by heating and light. When the circuit is switched on, chemical energy from the battery is transferred to the bulb by electrical energy in the wires. Energy is then transferred from the bulb as light and heat energy.

2 Handout of 8 ard Plant ard D Solar-powered fan 71 Strengthening teaching and learning of energy in Key Stage 3 science Session 3 Light energy from the Sun is changed into chemical energy in the leaf cells. The energy from the Sun is transferred to the leaf cells by light. Light energy from the Sun is transferred to the leaf. Light energy from the Sun is changed into electrical energy by the solar cells. Electrical energy is then changed to kinetic (moving) energy by the motor when it turns the fan. The energy from the Sun is transferred to the solar cells by light. Energy from the solar cells is then transferred by an electric current to the motor and from there to the moving air by the fan blades. Light energy from the Sun is transferred by solar cells to produce electrical energy. This electrical energy is then converted to kinetic energy in the fan blades when they turn.

3 Handout of 8 ard E Portable D player ard F hild who likes chocolate 72 Strengthening teaching and learning of energy in Key Stage 3 science Session 3 The chemical energy from the battery in the D player is converted to electrical energy that goes to the speakers. The speakers convert the electrical energy into kinetic (moving) energy when they vibrate and then into sound energy. The stored energy in the cells of the D player is transferred to the speakers by an electric current in the wires. The speakers vibrate and transfer the energy to the surroundings by sound. The chemical energy in the battery of the D player is changed to electrical energy in the wires and then to kinetic energy in the speakers. This kinetic energy is then transferred to sound energy. The stored (chemical) energy in the chocolate bar is converted into kinetic (moving) energy and heat energy by the child s muscles. When the chocolate bar is eaten, energy is transferred from the bar to the child. When the child starts to run, some of the energy stays temporarily in the moving child and some is transferred straight away from the child to the surroundings by heating. When the child stops, all of the energy temporarily stored in the child s moving body has now been transferred to the surroundings by heating. hemical energy (stored energy) is transferred from the chocolate bar to the child s muscles. The chemical energy in the muscles is then converted to kinetic energy when the child goes running. Some of the energy in the chocolate is transferred to the surroundings as heat energy.

4 Handout of 8 ard G Firework 1 ard H Woodpecker toy 73 Strengthening teaching and learning of energy in Key Stage 3 science Session 3 When a firework is burnt, the chemical energy in the firework is changed into heat, light and sound energy. When a firework is burnt, energy is transferred to the surroundings by heating, light and sound. When a firework is burnt, the chemical energy is transferred into light and heat energy. The potential energy stored in the woodpecker at the top of the pole is changed to potential and kinetic energy in the spring. s the woodpecker falls to the ground the potential and kinetic energy is transformed into heat energy by friction with the pole. s the vibrating woodpecker descends the pole it transfers energy to the surroundings by heating and sound. The potential energy in the woodpecker is transferred to potential and kinetic energy in the spring. s the woodpecker slides down the pole the energy is converted into heat.

5 Handout of 8 ard I Pull-back-and-go car ard J Firework rocket 74 Strengthening teaching and learning of energy in Key Stage 3 science Session 3 LEGO and the LEGO logo are trademarks of The LEGO Group The LEGO Group When the car is pulled back, the chemical energy in the child s muscles is converted to elastic potential energy in the spring. This is then converted to kinetic energy when the car moves. When the car is pulled back, energy is transferred from the child to the spring. When the car is released, the energy stored in the spring is transferred to the moving car. s the car moves along energy is transferred from the car to the surroundings by heating and sound. The chemical energy (stored energy) in the firework is converted to kinetic (moving) energy when the firework takes off. When the rocket takes off, the energy stored in the fuel is transferred to the surroundings and to the moving rocket. The chemical energy (stored energy) in the fuel is transferred to kinetic energy in the moving firework. When the car is pulled back, chemical energy in the child s muscles is transferred to elastic potential energy in a spring. When released, the stored energy in the spring is transferred to kinetic (moving) energy.

6 Handout of 8 ard K Push-down-and-go toy ard L Wind-up drummer toy 75 Strengthening teaching and learning of energy in Key Stage 3 science Session 3 Potential energy in the child s arm is converted into moving energy as the driver is pushed down. This is then changed into stored energy in the spring. When the driver is released, the potential energy stored in the spring is changed to kinetic energy in the moving toy. Energy in the child is transferred to the spring as the driver s head is pushed down, where it is stored ready to be released. When the driver s head is released, this energy is transferred from the spring to the moving toy. Kinetic energy from the child is transferred to potential energy in the spring when the driver is pushed down. When released, the potential energy stored in the spring is converted to kinetic energy in the moving toy. Photo of Happy unny used by kind permission of K-Play International. The potential (stored/chemical) energy in the child s arm is transformed into kinetic (moving) energy in the key and gears, and then into potential energy in the spring. When released, this potential energy is transformed into kinetic energy in the drummer. This is then converted into sound energy when the drumsticks hit the drum. The sound energy is converted into heat energy when it is absorbed by the surroundings. When sound is heard, energy is transferred. First, from the child to the spring, then from the spring to the drummer s moving arms and finally from the drum to the surroundings by sound. The chemical energy in the child is transferred into kinetic (moving) energy as the child winds up the toy. This is then transformed to potential energy in the spring. When released, this potential energy is transferred into kinetic energy in the drumsticks. This energy is then converted into sound energy.

7 Handout of 8 ard M Yo-yo ard N Toy bow and arrow 76 Strengthening teaching and learning of energy in Key Stage 3 science Session 3 Energy is changed back and forth between gravitational potential energy and kinetic (movement) energy. When the yo-yo falls, stored energy is transferred to the moving yo-yo. s it rises, the energy in the moving yo-yo is stored again. Potential energy is transferred to kinetic energy and then back to potential, and so on. When the arrow is pulled back, stored chemical energy in the arm is changed into potential energy in the stretched elastic. When the arrow is released, the stored energy changes into kinetic energy in the arrow. Energy is transferred from the person to the stretched elastic, where it is stored. When the bow is released, the energy is transferred to the moving arrow. hemical energy in the child is transferred to elastic potential energy in the elastic and then to kinetic energy in the arrow.

8 Handout of 8 ard O Jumping grasshopper ard P Dynamo torch 77 Strengthening teaching and learning of energy in Key Stage 3 science Session 3 Elastic potential energy stored in the spring is converted to kinetic energy when the grasshopper jumps. When the grasshopper jumps, energy is transferred from the spring to the moving grasshopper. Potential energy is transferred to kinetic energy when the grasshopper jumps. When the handle is squeezed, chemical energy from the child s hand is transformed into movement energy in the handle and spinning gears. The dynamo converts the movement energy into electrical energy and the bulb turns this into heat energy and light energy. Energy is transferred from the child to the moving parts of the dynamo and then from the dynamo to the bulb by an electric current. The energy is transferred from the bulb by heating and light to the surroundings. hemical energy in the child is transferred to kinetic energy in the dynamo and then into heat and light energy by the bulb.

9 Task H Response sheet Handout 3.4 ard nswer D E F G H I J K L M N O P 78 Strengthening teaching and learning of energy in Key Stage 3 science Session 3

10 lternative models for teaching energy at Key Stage 3 Handout 3.6 Transformation of energy ccording 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. hemical 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. Energy transfer In 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. weightlifter transfers energy from his muscles to the bar by lifting (moving) his arms. 79 Strengthening teaching and learning of energy in Key Stage 3 science Session 3

11 Handout 3.8 lternative models for teaching energy at Key Stage 3 Energy transformation Light Electrical hemical Heat Energy transfer Light Electric current Surroundings ell ulb Heating 80 Strengthening teaching and learning of energy in Key Stage 3 science Session 3

12 transformer toy efore fter Handout Strengthening teaching and learning of energy in Key Stage 3 science Session 3

13 Eliciting participants ideas about energy 25 minutes Task H Talking about energy 15 minutes Slide 3.2 Show slide 3.2, which gives instructions for task H. This task gives participants an opportunity to explore their own ideas about energy. Task H Talking about energy Slide 3.2 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 Strengthening teaching and learning of energy in Key Stage 3 science Session 3

14 78 Strengthening teaching and learning of energy in Key Stage 3 science Session 3 Handout of 8 ard Wind-up mouse ard Torch 70 Strengthening teaching and learning of energy in Key Stage 3 science Session 3 Potential energy stored in the person s muscles is changed to elastic potential energy in the spring. Potential energy in the spring is changed to kinetic (moving) energy and some sound energy when the mouse is moving. Energy from the person is transferred to the spring when it is wound up. Energy is then transferred from the spring to the mouse while it is moving. Some of the energy stored in the spring is transferred to the surroundings by sound. Potential energy from the person s muscles is transferred to the spring when it is wound up. When the mouse is released the energy stored in the spring is changed into kinetic (moving) energy and some sound energy. When the circuit is switched on, chemical (stored) energy in the battery is changed into electrical energy in the wires and then into light and heat energy by the bulb. When the circuit is switched on, the energy stored in the cells is transferred to the bulb by an electric current in the wires. Energy is then transferred from the bulb to the surroundings by heating and light. When the circuit is switched on, chemical energy from the battery is transferred to the bulb by electrical energy in the wires. Energy is then transferred from the bulb as light and heat energy. Task H Response sheet Handout 3.4 ard nswer D E F G H I J K L M N O P Handout 3.3 Tell the participants they are going to look at a number of different cards in groups of two or three. The cards are reprinted on handout 3.3 for participants to use in school. On each card there are three statements about a particular activity. lthough none of the statements is incorrect, some do not include all the energy stages in the particular activity that is described. sk the participants to choose the statement that best matches the explanation they would give to pupils. Handout 3.4 T Tell them they have 10 minutes to complete the task and record their answers on handout 3.4. sk them not to debate the statements but to determine quickly the statement that feels right for them. dditional guidance If you are able to collect examples of the toys shown on the cards, participants could try out some of the activities. It would be helpful to determine how many of the participants attended the Misconceptions in Key Stage 3 science PD unit and so have been introduced to the two common teaching models. It is also useful to know whether any of the participants science departments have started to review their scheme of work, for example: determining pupils misconceptions; developing different teaching and learning approaches to energy as a key scientific idea. 57 Strengthening teaching and learning of energy in Key Stage 3 science Session 3

15 It is more likely that teachers have started to identify pupils misconceptions but have not made much progress in developing their teaching. Use your knowledge and information about schools and participants to help you allocate participants to groups for task H. fter 10 minutes, ask participants to identify which letter they chose most often. Slide 3.5 Show slide 3.5 and explain how the letters on the cards are related to different ways of teaching (teaching models) about energy. Ways of teaching (teaching models) about energy Slide 3.5 The preferred teaching model selected by science departments usually determines the terminology used to describe events and phenomena in relation to energy. nswers mainly s you are confident using the transformation of energy teaching model. nswers mainly s you are confident using the energy transfer teaching model. nswers mainly s you are using a hybrid of the energy transfer and transformation of energy teaching models. Tell the participants that: if their answers are mainly s, then they are using terminology about energy that is linked to the transformation of energy teaching model; if their answers are mainly s, then they are using terminology about energy that is linked to the energy transfer teaching model; if their answers are mainly s, then they are using hybrid terminology about energy that is linked to both the transformation of energy and the energy transfer teaching models. T Slides 3.6 and 3.7 dditional guidance It is more likely that the participants will have chosen s or s. Few teachers are aware of the existence of two separate teaching models for energy, and many textbooks appear to present the two models as if they were two separate ideas about energy that need to be taught. Show slides 3.6 and 3.7. These slides are also reproduced as handout 3.6. Handout Strengthening teaching and learning of energy in Key Stage 3 science Session 3

16 lternative models for teaching energy at Key Stage 3 Slide 3.6 Transformation of energy ccording 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. hemical 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. lternative models for teaching energy at Key Stage 3 Slide 3.7 Energy transfer In 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. weightlifter transfers energy from his muscles to the bar by lifting (moving) his arms. Say that: There are two different ways of teaching (teaching models) about energy: transformation of energy and energy transfer. Neither is right or wrong. The energy transfer model has greater potential to support pupils explanations of events and phenomena during Key Stage 3. The use of precise terminology when teaching energy has a significant part to play in developing pupils understanding about the conservation of energy, particularly in relation to Year 9 work. Pupils may become confused if departments are not consistent in their use of terminology when teaching energy topics or energy-related aspects of other topics. Slide 3.8 Handout 3.8 Show slide 3.8, which outlines how the energy story of a torch can be described in two ways; this is also reproduced as handout Strengthening teaching and learning of energy in Key Stage 3 science Session 3

17 lternative ways of teaching (teaching models) about Slide 3.8 energy at Key Stage 3 Energy transformation Light Electrical hemical Heat Energy transfer Electric current Light Surroundings ell ulb Heating Say that: In the energy transfer teaching model, it is the location of the energy that is important. The energy is transferred from place to place by processes such as heating and light. In the transformation of energy teaching model, the energy is present in both places and processes (e.g. chemical energy in the cell and electrical energy in the electric current in the wires ). It is changed from one type to another by devices (e.g. the bulb converts electrical energy into heat energy and light energy ). The terminology of energy transfer appears more complicated because it describes the process involved as opposed to just naming types of energy. Some of the terms that relate to types of energy (generally used in the transformation of energy teaching model) refer to processes and/or stores of energy (energy resources). The terminology of the energy transfer teaching model distinguishes between processes and stores of energy. There is an added complication, caused by the English language, in that similar words can be used in both teaching models, such as sound and light. Slide 3.9 Show slide 3.9, which illustrates the use of terms when teaching about energy. 60 Strengthening teaching and learning of energy in Key Stage 3 science Session 3

18 Terminology used when teaching energy in Key Stage 3 Slide 3.9 Transformation heat light sound electrical kinetic chemical potential (elastic and gravitational) nuclear Transfer heating light sound electric current stored stored stored stored Say that: Many teachers will not classify kinetic energy as a store of energy because it involves movement. flywheel in a friction toy or a steam engine does store energy. Energy in moving objects is often transferred to the surroundings because of friction. Pupils often state that energy is lost, which is incorrect and a common misconception. Session 5 outlines the teaching and learning of conservation of energy and will address this. Go on to demonstrate the two ways of teaching (teaching models) about energy. Demonstration Using a transformer toy to illustrate the transformation of energy teaching model transformer toy Handout Strengthening teaching and learning of energy in Key Stage 3 science Session 3 efore fter Handout 3.10 Use a transformer toy to demonstrate the toy changing from one thing into another. lternatively refer participants to handout sk the participants to explain what is happening and use their descriptions to highlight the words transform, change and convert. Say that terms such as transform, change and convert are commonly used in textbooks and by teachers in lessons when using the transformation of energy teaching model. Refer to some of the statements on the cards used in task H. This will help to contextualise common terminology related to the transformation of energy teaching model. 61 Strengthening teaching and learning of energy in Key Stage 3 science Session 3

19 Say that: Transformation of energy identifies energy as changing from one form or type of energy to another. When using this model we are considering energy as a material that can take many forms. Most teachers will be able to name these energy forms, for example chemical energy, thermal energy, potential energy, kinetic energy. This model is descriptive and therefore accessible. Some departments prefer to use this model in Year 7 to help pupils make progress from concrete ideas in Year 6 to a more abstract idea of energy in Year 7. Using a transformer toy, as an analogy, is helpful because the toy can take on different forms, yet it is clearly still the same toy. Similarly, while the forms of energy in this teaching model may appear to be different, they are actually manifestations of the same energy. Like most teaching models, the transformation of energy model has its limitations. When pupils encounter more challenging events or phenomena they will need a more sophisticated explanation. The main limitation of the transformation of energy teaching model is that it can restrict pupils progress from a simple understanding of energy in Year 7 to understanding more complex events and phenomena, using conservation of energy as an accounting system, in Year 9. The transformation of energy teaching model may reinforce some common misconceptions, such as: heat and temperature are the same; heat is a substance that flows like a fluid, or energy generally is a kind of stuff; heat is static and occupies a particular space; food and fuel are energy rather than an energy resource and a store of energy. It is important for science teachers to be aware of the strengths and weaknesses of any teaching model they use. Demonstration teaching model Using energy blocks to illustrate the energy transfer Illustrate energy transfer by using ten blocks or tokens and containers labelled cell, bulb and surroundings to represent a simple electric circuit. Tell the participants that the container labelled cell is a rechargeable cell and you are now going to charge it up by transferring energy to it. Take ten blocks and place them in the container labelled cell. Tell the participants that the blocks represent the location of the energy in the rechargeable cell. 62 Strengthening teaching and learning of energy in Key Stage 3 science Session 3

20 When the circuit is connected, some of the energy is transferred to the bulb by the electric current. Transfer some of the blocks to the container labelled bulb. One of the participants might ask about resistance in the wires and the transfer of energy to the surroundings by heating. If they do, transfer one or two of the blocks that were destined for the bulb to the container marked surroundings. Energy in the bulb is transferred to the surroundings by heating and light. Transfer the blocks from the bulb to the container marked surroundings. For added sophistication you could transfer some blocks with each hand to represent the two processes. You could even have many more blocks in one hand than in the other to show the relative amounts transferred by heating compared with light. Tell the participants that this shows energy transfer as a process, which is paused when the energy is stored ready for use. For example, if the cell were not connected to the circuit all the energy would remain stored in the cell. In the energy transfer teaching model the energy is transferred within a system and is located in different places. Refer to some of the statements on cards P from task H. Demonstration Using energy blocks to demonstrate transfer of energy in animate objects Take ten blocks and place them in a container labelled chocolate bars. Have two other containers, labelled child and surroundings. The chocolate bars are an energy resource and store energy. Tell the participants that the blocks represent the location of the energy in chocolate bars. When a child eats chocolate bars, the energy is transferred to the child, where the energy is stored ready for use. Transfer all the blocks to the container labelled child. When the child starts walking, some of the energy is transferred to the surroundings, mostly by heating. Show some of the energy stored being transferred to the container labelled surroundings, leaving the remainder of the energy located in the child. participant might ask about the kinetic energy of the moving child. You need to make it clear that this energy is still located in the child. If no one asks about kinetic energy, mention it yourself. Say that: This raises a very interesting point. Some of the energy transfer in this situation seems to have taken place at the same location that is, within the child. This is the most likely point at which the terminology associated with each teaching model will merge and the two teaching models become hybridised. It is easier to say that the chemical energy (from the chocolate bar) that is stored in the child is changed into kinetic energy of the moving child. When energy is stored in a location it has the potential to be transferred but there may be limits to the processes by which the transfer can occur. For example, a charged cell can transfer its energy by an electric current in a simple circuit. However, if the same charged cell is placed on a high shelf it will have been given additional stored energy because of its new position ( potential energy ). Pushing the cell off the shelf can transfer this additional store of potential energy. 63 Strengthening teaching and learning of energy in Key Stage 3 science Session 3

21 Some of the energy in the moving child (the chemical energy) can be transferred to the surroundings by heating, whereas some (the kinetic energy) can be transferred only by doing an activity. Teachers may find it helpful to use the energy names to identify how much of the stored energy is available for each transfer process. T dditional guidance Doing an activity transfers energy by working or doing work. The calculation of the energy transferred by working is an explicit part of the Key Stage 4 programme of study for science. When energy is transferred to the child, the question may arise about where exactly the energy is located. Is it in the muscle cells, or in the fat cells, or perhaps in the bloodstream? learly this is another example of a good enough model. t this level it is sufficient for the energy to be in the child. Remind participants that pupils need to be taught about the usefulness of models and analogies in science, and about the need to replace one good enough model or analogy with another, more sophisticated, model or analogy as more complex events and phenomena are encountered. This is a good point to break the session into two parts. Summarise the discussion of the two ways of teaching (teaching models) about energy and the terminology associated with them. Slide 3.11 Show slide Energy transfer as an introduction to energy conservation Slide 3.11 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. Say that: When using the energy transfer teaching model it is easy to see that the energy blocks at the start are the same as they are at the end. The energy located in different places at different stages of the process is the same energy. This approach promotes the idea of accounting for the energy by looking for where the energy ends up. This leads more naturally to ideas about conservation of energy, dissipation of energy and efficiency of systems, which pupils will meet in Year 9. Energy stored is only transferred when something happens, for example a circuit being connected. 64 Strengthening teaching and learning of energy in Key Stage 3 science Session 3

22 82 Strengthening teaching and learning of energy in Key Stage 3 science Session 3 Handout 3.12 Refer participants to handout 3.12, which is provided for reference only at this point. It is not necessary to discuss the idea of energy as an accounting system in detail here as it forms the basis of session 5. Handout 3.12 Energy transfer and energy conservation as an accounting system The idea of energy conservation is a useful scientific accounting system when energy is transferred from one location to another. It provides a quantitative model to explain the efficiency of systems and the dissipation of energy. Having energy does not make things happen. Energy stored in a particular location, such as in the cells in an electric circuit, has the potential to be transferred when something happens, for example if the circuit is switched on. Having energy with the potential to transfer also limits what can happen. circuit cannot transfer more energy to the bulb than was originally stored in the cells before the circuit was switched on. The two teaching models of energy are commonly used in different topics and textbooks. For example, when pupils are introduced to energy through a circus of activities, they are often asked to track the energy in different forms. In contrast, when considering food chains, energy transfer is tracked through different locations. Many teachers and pupils believe incorrectly that these are different scientific ideas and not two teaching models to explain the same key idea energy. T dditional guidance If participants are not used to discussing the strengths and limitations of scientific models, refer them to the following resources. The programme of study for scientific enquiry refers to the ways in which scientists work today and how they worked in the past (1c) and includes the roles of experimentation, evidence and creative thought in science. Pupils can be encouraged to: discuss how models and analogies can be used to explain experimental evidence; consider the strengths and weaknesses of models and analogies; consider more sophisticated models and analogies, either through modification of simple or initial models and analogies or by use of a different model or analogy. The Misconceptions in Key Stage 3 science PD unit, session 2, provides good examples. The unit discusses the work of Harry Kroto and the idea that models are good enough at a particular stage to explain events and phenomena.

23 Energy transfer and energy conservation as an accounting system Handout 3.12 The idea of energy conservation is a useful scientific accounting system when energy is transferred from one location to another. It provides a quantitative model to explain the efficiency of systems and the dissipation of energy. Having energy does not make things happen. Energy stored in a particular location, such as in the cells in an electric circuit, has the potential to be transferred when something happens, for example if the circuit is switched on. Having energy with the potential to transfer also limits what can happen. circuit cannot transfer more energy to the bulb than was originally stored in the cells before the circuit was switched on. The two teaching models of energy are commonly used in different topics and textbooks. For example, when pupils are introduced to energy through a circus of activities, they are often asked to track the energy in different forms. In contrast, when considering food chains, energy transfer is tracked through different locations. Many teachers and pupils believe incorrectly that these are different scientific ideas and not two teaching models to explain the same key idea energy. 82 Strengthening teaching and learning of energy in Key Stage 3 science Session 3