T5: – that’s right but I still would want to do it. Because I don’t / because even though I know people worry about using
the right terminology if you use the wrong terminology that’s a problem. If you’re careful with when you’re use
terminology in the first place, er and; / you know if you get a high ability kid who says well actually what is going on
when we’re talking about heat energy, then you / if they’re motivated to ask the question then you can probably tackle
well actually when I say that what I mean is, and then sure enough as they get older you say remember when we said
that? Let’s worry / let’s think about that a little deeper –
RI: – just on the subject of heat em very often you get, em, you know at the end of some energy chain energy
transformation description, like with the toboggans, gravitational goes to kinetic and then finally ends up as heat. Em,
obviously at KS3 that’s a nice neat, production but em, do you have any concerns with that? I personally have concerns
with the use of the word heat because, what actually are we talking about? If you think about going up to A-level –
T5: – well you mean using, using thermal rather / is that what you mean, is that what you’re driving at? Thermal energy
–
RI: – em maybe not use of the word / could be use of the word. It’s thinking about / there’s two, two distinct things
happening. One we’re heating, we’re causing heating by friction and then it results in the surroundings having a little bit
more internal energy. Do you get my drift?
T5: Yeah yeah, I do yeah. I think so.
RI: So, any thoughts on that at all?
T5: At KS3 absolutely no, god no, no –
RI: – you wouldn’t worry about it? But you acknowledge that there’s, there’s a bit of a / that we can break heat into,
heating and we’ve ended up with a state where we’ve got, the air particles a little bit warmer.
T5: That’s right it’s almost like a verb and an adjective isn’t it?
RI: And, do we call, that energy in the air that it’s got do we call that the energy / the air’s got some more heat or do we
say that the energy the air’s got some more, internal energy or if I said –
T5: – I think at KS3 em, heat.
RI: You’d say the air’s got some more heat?
T5: Yeah. It does make it confusing when you then get onto temperature, but then you can handle that by talking about
the size of the object or whatever you know.
RI: I was rather interested last time that you were concerned about the diagrams do you have object / energy goes from
one object to another or do you say it goes from one form to another?
T5: I was, I think, well I’m keen on the object in the boxes.
RI: So, in fact you are not so bothered about these forms you’re more towards let’s see what’s / where the energy’s
going between the objects –
T5: – certainly at KS3, certainly at KS3.
RI: And one final thing then. Em, another devil’s advocate question what’s the point in teaching about energy do you
think? Why should we teach it?
T5: Ah well (humour) couple of days. The em, / I think em; yeah well I mean god that’s a, that’s a debate in itself not
just on energy but why bother teaching about photosynthesis –
RI: – do you think it’s a good thing?
T5: I think it’s a good idea / I tell you why I think it’s a very good idea, because this is a very trivial thing to say but so
many people, / I like flow diagrams, and if you think about the way lots of people think scientists in particular I think
it’s a good training to think in terms of one thing becoming another. You know so if it’s just as an example, of one thing
becomes another, change, then it’s worth doing. Getting them to do boxes with arrows is a good thing to do, ‘cause it
gets them to focus like it is with concept maps. I like that idea. So as a vehicle for that that’s good. In itself em, in itself
assuming that they are, / no I think it’s important in itself in that they should understand in terms of energy resources
where the energy is coming from that it doesn’t come out of thin air. Em, and that there’s a whole, industry involved in
giving us electricity. So there’s a value side to it. Em, and certainly in terms of their, later understanding of science,
then, it’s going to turn up that’s why I do it at the beginning of the / that’s why I do it at the beginning of the whole / of
the school. Because it’s going to turn up many many times in different shapes and forms so yes I think it is.
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