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Question sheet for the learning outcome 

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Question sheet for the learning outcome 

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Some relevant questions in relation to energy and the learning outcome

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6. Teaching model for the law of conservation 

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6. Teaching model for the law of conservation 

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This paper touches in how students find it hard to understand the logic behind  the law of conservation of energy. A pre and post test is done to see if the student have a greater understanding at the end. This methodology could be integrated into a lesson if students are finding the concept to understand.

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My reflection based on the new specification, nature of science and the enquire within it and how I handled it in my placement.

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GCSE Physics - Conservation and Dissipation of Energy & Conduction and Convection  #3

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A visual representation of where our energy is coming from in 2006

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6. Should We Use Wood for Energy? (Article)

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6. Should We Use Wood for Energy? (Article)

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This article tackles, should/ could wood be used as a source of energy that is sustainable? It gives the students a chance to identify the resources that are available in the area. It makes the students think about the global impacts of a certain source of energy on the environment.

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Should We Use Wood for Energy An Education for Sustainable Development Case Study

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The Principal of Conservation of energy. 

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The Principal of Conservation of energy. 

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A simple explanation of the principal of the conservation of energy.

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Explanation of the dissipation of Energy    

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Explanation of the dissipation of Energy    

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Students learn that the world in not mad up of perfect systems and that energy is not all kept in the system and may be transferred to another form of energy.

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Students can see how some renewable energy projects can have a negative impact on communities.

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Energy Conservation | National Geographic

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Students see how sustainable energy can impact our communities.

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SEAI Sustainable Energy Communities Animation

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All around Ireland a movement of Sustainable Energy Communities is growing. Groups where everyone works together across a network to develop a sustainable energy future for the benefit of their community. It's a national movement with over 100 groups across the country. SEAI has helped to build capacity through funding and support.

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Shows the students how the burning of fossil fuels is leading to climate change and its impacting our health.

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Students can learn about the impact of non-renewable energy on the climate and how it affecting it.

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What Impact will climate change have for Ireland? :: Environmental Protection Agency, Ireland

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You are here: Home > Climate Change > Communicating Climate Science > What is climate change ? > What Impact will climate change have for Ireland?

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This web site can show students what can be  used instead of burning fossil fuels and make the use of energy more sustainable.

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We are working at all levels of society and business to support the development of clean energy technologies in Ireland.

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Website that gives students ideas in which they can research as well as giving them on some topics in relation to clean energy and how to improve it.

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SDG Goal 7: Affordable and Clean Energy | Ubuntu Network

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Resource pack that includes lesson plans, graphics, case studies, numeracy and literacy around the Global Goal of Affordable and Clean Energy. It is trying to ensure access to affordable, reliable, sustainable and modern energy for all. It makes students aware of renewable, sustainable and clean energy methods.

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This paper was useful, as I found it quite difficult to explain that energy can dissipate within a system, not just for the specific purpose. The discussion between the teachers and the breakdown of their thinking gave me a chance to see all logic that weaved their conclusion together.

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These principles include choice and flexibility, quality, creativity and innovation, engagement and participation, continuity and development, inclusive education, well- being and learning to learn.

In the topic of energy many of these principles are incorporated as energy can cover so many different aspects. The students have the flexibility to investigate whatever topics they want to in this area. This allows the students to use their creativity and innovation while being engaged in the topic. Well-being is brought in indirectly as, when people start looking after their environment and being conscious about the energy they start to look after themselves. The cleaner the environment the cleaner we breath.

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There are a number of key skills that link up with this topic and learning outcome.

Being creative, literate and numerate as well as managing information and thinking is necessary for students to think outside of the box and apply their knowledge so they can create a sustainable world to live in, in the future. Their creativity can be shown in what they create and develop. Being able to interpret numbers and words are also essential to advance in life therefor the students should be constantly applying themselves.

Communication and working with other are essential once the students are finished school. It allows the students to get their message across in a direct manner.

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Unpacking of the learning outcome. This was helpful to concentrate on one topic at a time and creating a visual aid for both the teacher and students.

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Science Collaborative Planning Document - interactive (Energy)

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Nature of science: 1, 5, 6, 7, 8, 10
Chemical world: 10
Physical world: 1, 2, 7, 8
Biological world: 6, 8, 10

Students will be creating links with these learning outcomes. They all have some aspect of energy incorporated in them. This could then help the linked outcomes, once the teacher starts focusing on other topics.
This will help, as repetition is necessary to get a point across to some of the students. As well as that links between different topics help the learning and eventually  the students will benefit from these cross-overs.

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6. Students should be able to explain energy conservation and analyse processes in terms of energy changes and dissipation