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written by
Rachel E. Scherr, Benedikt W. Harrer, Hunter G. Close, Abigail R. Daane, Lezlie S. DeWater, Amy D. Robertson, Lane Seeley, and Stamatis Vokos
Energy is a crosscutting concept in science and features prominently in national science education documents. In the Next Generation Science Standards, the primary conceptual learning goal is for learners to conserve energy as they track the transfers and transformations of energy within, into, or out of the system of interest in complex physical processes. As part of tracking energy transfers among objects, learners should (i) distinguish energy from matter, including recognizing that energy flow does not uniformly align with the movement of matter, and should (ii) identify specific mechanisms by which energy is transferred among objects, such as mechanical work and thermal conduction. As part of tracking energy transformations within objects, learners should (iii) associate specific forms with specific models and indicators (e.g., kinetic energy with speed and/or coordinated motion of molecules, thermal energy with random molecular motion and/or temperature) and (iv) identify specific mechanisms by which energy is converted from one form to another, such as incandescence and metabolism. Eventually, we may hope for learners to be able to optimize systems to maximize some energy transfers and transformations and minimize others, subject to constraints based in both imputed mechanism (e.g., objects must have motion energy in order for gravitational energy to change) and the second law of thermodynamics (e.g., heating is irreversible). We hypothesize that a subsequent goal of energy learning--innovating to meet socially relevant needs--depends crucially on the extent to which these goals have been met.
The Physics Teacher: Volume 54, Issue 2, Pages 96-102
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![]() <a href="https://www.compadre.org/portal/items/detail.cfm?ID=16412">Scherr, R, B. Harrer, H. Close, A. Daane, L. DeWater, A. Robertson, L. Seeley, and S. Vokos. "Energy Tracking Diagrams." Phys. Teach. 54, no. 2, (January 30, 2016): 96-102.</a>
![]() R. Scherr, B. Harrer, H. Close, A. Daane, L. DeWater, A. Robertson, L. Seeley, and S. Vokos, , Phys. Teach. 54 (2), 96 (2016), WWW Document, (https://doi.org/10.1119/1.4940173).
![]() R. Scherr, B. Harrer, H. Close, A. Daane, L. DeWater, A. Robertson, L. Seeley, and S. Vokos, Energy Tracking Diagrams, Phys. Teach. 54 (2), 96 (2016), <https://doi.org/10.1119/1.4940173>.
![]() Scherr, R., Harrer, B., Close, H., Daane, A., DeWater, L., Robertson, A., Seeley, L., & Vokos, S. (2016, January 30). Energy Tracking Diagrams. Phys. Teach., 54(2), 96-102. Retrieved February 18, 2025, from https://doi.org/10.1119/1.4940173
![]() Scherr, R, B. Harrer, H. Close, A. Daane, L. DeWater, A. Robertson, L. Seeley, and S. Vokos. "Energy Tracking Diagrams." Phys. Teach. 54, no. 2, (January 30, 2016): 96-102, https://doi.org/10.1119/1.4940173 (accessed 18 February 2025).
![]() Scherr, Rachel, Benedikt Harrer, Hunter Close, Abigail R. Daane, Lezlie DeWater, Amy Robertson, Lane Seeley, and Stamatis Vokos. "Energy Tracking Diagrams." Phys. Teach. 54.2 (2016): 96-102. 18 Feb. 2025 <https://doi.org/10.1119/1.4940173>.
![]() @article{
Author = "Rachel Scherr and Benedikt Harrer and Hunter Close and Abigail R. Daane and Lezlie DeWater and Amy Robertson and Lane Seeley and Stamatis Vokos",
Title = {Energy Tracking Diagrams},
Journal = {Phys. Teach.},
Volume = {54},
Number = {2},
Pages = {96-102},
Month = {January},
Year = {2016}
}
![]() %A Rachel Scherr %A Benedikt Harrer %A Hunter Close %A Abigail R. Daane %A Lezlie DeWater %A Amy Robertson %A Lane Seeley %A Stamatis Vokos %T Energy Tracking Diagrams %J Phys. Teach. %V 54 %N 2 %D January 30, 2016 %P 96-102 %U https://doi.org/10.1119/1.4940173 %O text/html ![]() %0 Journal Article %A Scherr, Rachel %A Harrer, Benedikt %A Close, Hunter %A Daane, Abigail R. %A DeWater, Lezlie %A Robertson, Amy %A Seeley, Lane %A Vokos, Stamatis %D January 30, 2016 %T Energy Tracking Diagrams %J Phys. Teach. %V 54 %N 2 %P 96-102 %8 January 30, 2016 %U https://doi.org/10.1119/1.4940173 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Energy Tracking Diagrams:
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