Abstract
Energy is one of the most important unifying themes in science. Yet the way energy is conceptualized varies depending on context. In this paper, the discourse used to explain the role of energy in systems from biology, chemistry, and physics is examined from the perspective of metaphor theory. Six substance metaphors for energy are identified in pedagogical discourse (i.e., textbooks and the science education literature): energy as a substance that can be accounted for, can flow, can be carried, can change forms, can be lost, and can be an ingredient, a product or stored in some way. Each of these conceptual metaphors highlight and obscure various characteristics of energy, and provide a set of frameworks that each afford a different understanding of the energy concept.
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Notes
A closed system is one that is isolated from the surrounding environment. An open system is one in which energy can be transferred to and from the surrounding environment. By definition, energy is not conserved in open systems. Recognition of what is and what is not included in the system of interest is critically important to understanding the different roles energy can play in science, and when it is appropriate to apply the conservation law.
Usable energy refers to energy that can do work in a system, as opposed to energy dissipated to the environment (and therefore lost from the system) through work done by non-conservative forces.
Like energy, the term work is also has very different meanings in scientific and colloquial contexts. The scientific definition of mechanical work is the amount of energy transferred to an object as a force is applied over a distance, provided the force and displacement are in the same direction (\( W = \int {\vec{F} \cdot d\vec{x}} \)).
This textbook (Campbell and Reece 2002, p. 1199) does have a section entitled “the laws of physics and chemistry apply to ecosystems,” which explicitly addresses this apparent contradiction before going on to discuss energy degradation in greater detail.
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Acknowledgments
This work was completed as part of my doctoral dissertation at the University of Wisconsin-Madison. Thanks to Jim Stewart, John Rudolph, and Noah Feinstein for their helpful feedback and advice.
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Lancor, R. Using Metaphor Theory to Examine Conceptions of Energy in Biology, Chemistry, and Physics. Sci & Educ 23, 1245–1267 (2014). https://doi.org/10.1007/s11191-012-9535-8
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DOI: https://doi.org/10.1007/s11191-012-9535-8