We provide evidence that a learning activity called Energy Theater engages learners with key conceptual issues in the learning of energy, including disambiguating matter flow and energy flow and theorizing mechanisms for energy transformation. A participationist theory of learning, in which learning is indicated by changes in speech and behavior, supports ethnographic analysis of learners' embodied interactions with each other and the material setting. We conduct detailed analysis to build plausible causal links between specific features of Energy Theater and the conceptual engagement that we observe. Disambiguation of matter and energy appears to be promoted especially by the material structure of the Energy Theater environment, in which energy is represented by participants, while objects are represented by areas demarcated by loops of rope. Theorizing mechanisms of energy transformation is promoted especially by Energy Theater's embodied action, which necessitates modeling the time ordering of energy transformations.

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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.

Research into teacher learning and practice over the last three decades shows that the teachers of a specific subject need to possess knowledge that is different from the knowledge of other content experts. Yet this specialized version of content knowledge that teachers need to plan instruction, respond to student ideas, and assess student understanding in real time is a theoretically elusive construct. It is crucial for the fields of precollege teacher preparation, teacher professional education, and postsecondary faculty professional development to (a) clarify the construct that underlies this specialized content knowledge, (b) operationalize it in some domain, (c) measure it in both static contexts and as it is enacted in the classroom, and (d) correlate its presence with "richness" of classroom instruction and its effect on student learning. This paper documents a piece of a multiyear, multi-institutional effort to investigate points (a)-(d) in the domain of energy in the first high school physics course. In particular, we describe the framework that we developed to clarify content knowledge for teaching in the context of high school energy learning. We then outline the process through which we developed, tested, and refined a "paper-and-pencil" assessment administered on a computer and discuss the substantive and psychometric features of several items based on a field test of the final form of the assessment. We choose to discuss these items for a dual purpose: to illustrate the application of our general framework and to present performance findings from a sample of 362 practicing high school teachers of physics.

The plainfin midshipman fish, Porichthys notatus, is a seasonally breeding, nocturnal marine teleost fish that produces acoustic signals for intraspecific social communication. Females rely on audition to detect and locate 'singing' males that produce multiharmonic advertisement calls in the shallow-water, intertidal breeding environments. Previous work showed that females possess sexually dimorphic, horn-like rostral swim bladder extensions that extend toward the primary auditory end organs, the saccule and lagena. Here, we tested the hypothesis that the rostral swim bladder extensions in females increase auditory sensitivity to sound pressure and higher frequencies, which potentially could enhance mate detection and localization in shallow-water habitats. We recorded the auditory evoked potentials that originated from hair cell receptors in the saccule of control females with intact swim bladders and compared them with those from treated females (swim bladders removed) and type I males (intact swim bladders lacking rostral extensions). Saccular potentials were recorded from hair cell populations in vivo while behaviorally relevant pure-tone stimuli (75-1005 Hz) were presented by an underwater speaker. The results indicate that control females were approximately 5-11 dB re. 1 µPa more sensitive to sound pressure than treated females and type I males at the frequencies tested. A higher percentage of the evoked saccular potentials were recorded from control females at frequencies >305 Hz than from treated females and type I males. This enhanced sensitivity in females to sound pressure and higher frequencies may facilitate the acquisition of auditory information needed for conspecific localization and mate choice decisions during the breeding season.