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The Physics Teacher
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
Subjects Levels Resource Types
Classical Mechanics
- Work and Energy
= Conservation of Energy
Education Foundations
- Learning Theory
= Cognitive Modeling
- Sample Population
= Instructor: In-service
Education Practices
- Active Learning
= Modeling
- Instructional Material Design
= Activity
Thermo & Stat Mech
- First Law
= Heat Transfer
- High School
- Middle School
- Lower Undergraduate
- Reference Material
= Article
Intended Users Formats Ratings
- Educators
- Professional/Practitioners
- Administrators
- Researchers
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© 2016 American Association of Physics Teachers (AAPT)
DOI:
10.1119/1.4940173
NSF Numbers:
DUE-0822342
DUE-1222732
Keywords:
Energy conversion, Energy transfer, Law of Conservation of Energy, kinesthetic learning, modeling energy
Record Creator:
Metadata instance created February 3, 2023 by Sam McKagan
Record Updated:
February 9, 2023 by Caroline Hall
Last Update
when Cataloged:
January 30, 2016
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AIP Format
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).
AJP/PRST-PER
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>.
APA Format
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
Chicago Format
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).
MLA Format
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>.
BibTeX Export Format
@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} }
Refer Export Format

%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

EndNote Export Format

%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


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Energy Tracking Diagrams:

Is Associated With Energy Theater

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relation by Caroline Hall
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