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PW(6)-  Students should be able to explain energy conservation and analyse processes in terms of energy changes and dissipation   

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PW(6)-  Students should be able to explain energy conservation and analyse processes in terms of energy changes and dissipation   

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1-  Required documents
2- Links to other LO's and NOS LO's
3- Links to Resources + evidence of student work
4- Links to a  previous topic and a  new topic
5- CBA resources

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unpacking the LO

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Science  2Collaborative Planning Document - interactive (1) (1)

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Being creative (BC)
Working well with others(WWO)
Being Numerate(BN)
Managing information and thinking (MI&T)
Staying well (SW)
Managing myself(MM)

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Explanation of how I implemented them in my classroom

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Peer reviewed paper #1- General science pedagogy 

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Peer reviewed paper #1- General science pedagogy 

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scaffolding students in experiment lessons and managed to reach level 3 - guided inquiry

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I found this  helpful for the breakdown of the 8 key skills so I could incorporate them effectively into my lessons

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1 Activating Key Skills in the Classroom

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Explanation of the use of the Peer Reviewed Papers

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Explanation of the use of the Peer Reviewed Papers

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Description of the use of the Peer Reviewed papers in my planning

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Peer reviewed paper #2-conceptual issues about the science involved 

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Peer reviewed paper #2-conceptual issues about the science involved 

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Difficulty of teaching the concepts of energy

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Reflection on the developments of my thinking 

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Reflection on the developments of my thinking 

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PW7 -Students should be able to design, build, and test a device that transforms energy from one form to another in order to perform a function; describe the energy changes and ways of improving efficiency
E&S6- Students should be able to research       different energy sources; formulate and   communicate an informed view of ways that current and future energy needs on Earth can be met

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Explanation for the choice of LOs from other strands 

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Explanation for the choice of LOs from other strands 

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Why i selected them ?and how they supported learning?

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NOS1-Students should be able to appreciate how scientists work and how scientific ideas are modified over time
NOS9-Students should be able to research and  present information on the contribution that scientists make to scientific discovery and invention, and its impact on society

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Why I selected them?  and how they support learning?

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1-Research papers on (A) how to scaffold  students and (B) how to create accessible resources
2-Resource links:
-Websites +simulations
-Videos
-Power-points
3-Explanation of my choice of resources and how they supported learning

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-Types of energy (potential &kinetic)
-The law of conservation of energy
-Energy transfer and dissipation
-Energy efficiency
-Energy conservation in the home

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Tool to  ensure resources are assessible to the second year class

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Tool to  ensure resources are assessible to the second year class

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Checking the readability of online resources

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research to implement in my mixed ability classroom

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Energy in the classroom and household Survey 

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Energy in the classroom and household Survey 

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Fun activity sheet

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Website full of activities to aid  understanding behind  the concepts of energy 

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Website full of activities to aid  understanding behind  the concepts of energy 

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Junior Cycle students

Energy in Action is a collection of online activities and ideas. We designed it to support the teaching and learning of energy and sustainability in the Junior Cycle. It is suitable for students of Science, CSPE, Geography and Home Economics.

An inquiry approach to energy and sustainability

These resources have been developed for use with an inquiry approach to education. They aim to enhance students' scientific knowledge, skills and competencies. The focus is on providing students with opportunities to consider and tackle problems that the future holds, e.g. sustainable practices in schools, homes and beyond.

A range of topics linked to our daily lives

It will develop young peoples' knowledge across a range of topics such as, energy sources, efficiency, conservation, climate change and global warming. These concepts will then be linked to students' daily lives.

Programme development

The programme was developed by the SEAI in collaboration with Junior Cycle teachers and CASTeL at Dublin City University.

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Energy in Action is a collection of online activities and ideas. We designed it to support the teaching and learning of energy and sustainability in the Junior Cycle. It is suitable for students of Science, CSPE, Geography and Home Economics. These resources have been developed for use with an inquiry approach to education.

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To challenge students to correctly explain what energy transfers are occurring

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Learn about the conservation of energy at the skate park! Build tracks, ramps, and jumps for the skater. View the skater's kinetic energy, potential energy, and thermal energy as they move along the track. Measure the speed and adjust the friction, gravity, and mass.

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The nine types of energy  fun visual power-point 

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The nine types of energy  fun visual power-point 

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A nice Introduction power-point

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Video explaining the Law of the Conservation of Energy 

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Video explaining the Law of the Conservation of Energy 

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GCSE Physics - Conservation of Energy  #4

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Mandatory Energy Conversions for Junior Cert Science

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Pdf of Questions to promote thinking and discussion  

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Pdf of Questions to promote thinking and discussion  

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Slides 9 & 10 on energy

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Energy Conversion diagrams  for  energy conversion experiment 

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Energy Conversion diagrams  for  energy conversion experiment 

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electro-magnet,solar powered fan and lightbulb circuit

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A small appliance that the school purchased to help explain circuits to students and worked effectively

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The Energy Stick is a fun and easy way to demonstrate many of the principles of electric current and light. These topics are important for both the physics and the chemistry teacher. In this article I will outline several of these such experiments including new ones not seen anywhere else.
1) GETTING STARTED
To operate the Energy Stick, make bodily contact with both ends of it. This sends a microcurrent through your body which is amplified by the circuit inside and sent to the LEDs and speakers inside. This is how you can know whether a measurable electric current is able to flow from one side of the stick to the other.
2) CONDUCTIVITY OF VAROUS OBJECTS
One of the first experiments you will want to do with the Energy Stick is check what other objects conduct electricity. This is a good lesson in the properties of metals for chemistry, physics, or middle school science. You will find that mostly metals conduct electricity. I have also found that even distilled water conducts electricity well enough to have an effect. This should not be a surprise since the human body is mostly water and the human body works well.
Miscellaneous household items are good candidates for conductivity tests. The open circuit fails to light Closing hands completes the loop and current can flow 3)THE IDEA OF A COMPLETE CIRCUIT
An important lesson is that for current to flow the circuit must complete a closed loop. Thus, if there is a break anywhere in the circuit electricity cannot move through any part. This can be dramatically demonstrated by having several members of the class join hands in a ring and complete a very large circuit.
The Energy Stick's Voltage is only about 30 milliVolts. The current output depends on the circuit it is connected through but is always only a few milliamps at most. 4) INVESTIGATIONS OF THE CURRENT
Connecting the two ends of the Energy Stick with a wire activates the circuitry inside. You can connect that wire to other electric devices such as a ammeter and voltmeter. In both cases the measurements will be quite small so it helps to have sensitive meters. The Energy Stick is a safe way to familiarize students with these probes.
5) THE PLASMA GLOBE and the Frequency of Light
A plasma globe can also be used to turn on the circuitry of the Energy Stick. Since the circuit inside amplifies very small currents, the electric field near the plasma is enough to get an effect. Inside the Energy Stick the red, green, and blue diodes turn on at different distances. This is a lesson in modern physics and chemistry. That is the meaning of the formula E=hf.
The Red Diode is the first to turn on. As the Energy Stick is brought nearer the plasma globe, the other colors turn on. Next green, then blue last.
Red light having a lower frequency (longer wavelength) than blue and green light will can be produced at a lower voltage (energy/electric charge). Therefore, the blue diode is the last one turn on. This recalls the idea of the photoelectric effect that it is not the brightness of the light but its frequency that determines how energetic it is.

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Fun and Engaging Activities Using the Energy Stick

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Featured Products Fun and engaging activities using the Energy Stick Welcome to our March 2015 Issue of our CoolStuff Newsletter. This month, we are featuring a simple, safe and Cool device called an Energy Stick. Physics teacher James Lincoln demonstrates several experiments that help students understand the principles of electric current and light.

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Resource I didn't get the time to use but plan to implement in future 

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Resource I didn't get the time to use but plan to implement in future 

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Explanation of the utility of  resources 

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Explanation of the utility of  resources 

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Explanation of the use of  the  resources  links

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 Mind-Maps on Energy created by my students -AFL

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 Mind-Maps on Energy created by my students -AFL

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link to previous topic -Space                                                and New topic - Renewable energy 

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link to previous topic -Space                                                and New topic - Renewable energy 

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Explanation for linking to old and new topics

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-previous topic

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Article on the importance of linking for knowledge retention 

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Article on the importance of linking for knowledge retention 

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Power point with visuals and questions on Renewable Energy 

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Power point with visuals and questions on Renewable Energy 

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-next topic

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My Explanation for linking old and new topics 

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My Explanation for linking old and new topics 

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The importance of linking to new and old topics

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NOS LO2,3,4

Resources and research used when facilitating  CBA1

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Scientific terminology

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Marking scheme to be used as success criteria or rubric 

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Marking scheme to be used as success criteria or rubric 

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Power-point on methods of representing data 

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Power-point on methods of representing data 

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An introduction to how data can be graphically presented.

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Explanation for  the utility of the CBA resources 

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Explanation for  the utility of the CBA resources 