Energy Futures

Overview

Students explore how energy transforms using the PhET simulator Energy Forms and Changes. They apply conservation of energy ideas, gather evidence from the simulation, and evaluate predictions and alternative energy options ethically and sustainably.

Learning intentions

• Students will explain energy transformations in devices and systems using the idea of conservation of energy.
• Students will analyse simulation data (inputs, outputs, and energy transfer) to form evidence-based claims.
• Students will make and test predictions about how changing variables affects energy forms.
• Students will evaluate energy use in context by considering sustainability and ethics.

Success criteria

• I can describe how energy changes form (e.g. electrical to thermal, kinetic, sound).
• I can record simulation observations and use them to support a conclusion.
• I can justify predictions by linking them to energy transformations and conserved total energy.
• I can suggest an energy-use choice with sustainability/ethics reasons.

Curriculum links

• SC5-EGY-01: Students evaluate current and alternative energy use based on ethical and sustainability considerations.
• SC5-WS-04: Students follow a planned procedure to undertake safe, ethical, valid and reliable investigations (including using a planned method and reliable data).
• Key science practices: use evidence, explain patterns, and evaluate claims using data.

Lesson structure (60 minutes)

1. 0–7 min · Hook and setup (slides-1). Teacher displays the introduction slides with a before/after scenario: a kettle heating water vs. a power outage (“Where does the energy go?”). Students quick-write: “What changes and what stays the same?”

• Teacher tip: circulate and look for misconceptions like “energy disappears” or “energy is used up.”

2. 7–15 min · Direct teaching: conservation + transformations. Teacher pauses on the introduction slides to model: total energy stays conserved, but energy forms transfer between system and surroundings. Students complete a 2-minute think–pair: identify likely energy forms in the kettle scenario.

• Teacher facilitation: emphasise system boundaries (“What counts as the system?”).

3. 15–30 min · Inquiry Part 1: guided simulation data. Teacher distributes the energy forms exploration worksheet to pairs and sets the inquiry task using the introduction slides.

• Teacher task: demonstrate how to run the simulator, select an initial setup, and record values/observations in a consistent table.
• Student task: in pairs, run one guided scenario (choose a preset in the simulator, e.g. electrical input to thermal/kinetic) and record: variable changed, energy forms observed, and a short evidence statement.
• Teacher tip: insist on one change at a time and show how to repeat for reliability (do it twice, note if results match).

4. 30–40 min · Mid-lesson check: predictions and test. Teacher returns to the introduction slides where a prompt appears: “If we increase the input or change the friction/resistance, what energy form should increase and why?”

• Students: predict individually, then test in the simulator, updating the worksheet table.
• Teacher facilitation: ask “What evidence would convince you?” rather than “What do you hope happens?”

5. 40–50 min · Inquiry Part 2: student-led variable choice. Teacher groups pairs into 2–3 clusters and uses the introduction slides to assign each cluster a focus question (examples: “What happens to thermal energy when damping increases?” / “How do energy forms change when mass changes?”).

• Students: run a brief investigation (planned procedure) with at least one repeat; record outcomes and compare to the prediction.
• Teacher tip: use sentence starters from the energy forms exploration worksheet prompts (e.g. “I observed… therefore… because…”).

6. 50–57 min · Whole-class analysis and sustainability/ethics link. Teacher leads discussion using the introduction slides: “If a device converts energy inefficiently, what might that mean for energy resources and emissions?”

• Students: share one claim from their evidence and one ethical/sustainability reason (e.g. waste reduces efficiency, impacts resource demand).

7. 57–60 min · Exit ticket: claim–evidence–prediction. Students complete a 3-question exit ticket on the energy forms exploration worksheet (collected after plenary).

• Teacher tip: quickly scan for correct conservation reasoning and whether predictions are justified with evidence.

Resources

• the introduction slides (hook, conservation mini-teach, simulation instructions, inquiry prompts, discussion questions, plenary)
• the energy forms exploration worksheet (table for observations, claim–evidence prompts, sustainability/ethics question, exit ticket)
• Computers/tablets with PhET simulator Energy Forms and Changes accessible for each pair
• Optional class timer for inquiry segments
• Projector/whiteboard for whole-class modelling

Assessment

• Formative: teacher circulates during inquiry, checks use of a planned procedure (one variable changed, repeats, consistent recording).
• Formative: review student prediction justifications—do they link to energy transformations and conserved total energy?
• Summative-in-form: collect the energy forms exploration worksheet exit ticket for evidence-based claims and ethical/sustainability reasoning.

Differentiation

• Support: provide sentence starters on the energy forms exploration worksheet for “I observed… therefore… because…”.
• Support: pre-select one simulator setup for all pairs, then allow choice only in variable change (reduces overload).
• Extension: challenge students to quantify a trend (e.g. “rate of change” language using recorded energy outputs) and propose an improvement to efficiency.
• EAL/SEN: allow students to record observations using diagrams/labels from the worksheet; permit oral responses alongside written claims.