🩺 Children consider multiple qualitative features in judging the power demand, eg brightness, hotness, time to warm a fixed mass or volume. Children thinking along these lines might use talk like this:
The size of the cooker ring and the number you turn it up to set the cost.
The brightness of the TV screen and its size tell you about the cost.
🔎 Start diagnostic and exploratory discussions using thoughts like these::
Big cooker rings cost more when running than small rings.
Surely it depends how much you turn the rings up? Setting them on a big number heats things up faster.
What about how full the pan on the ring is? Won't that affect how much it costs when running?