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Here's how: take two airplanes, alike in every relevant aspect, except
that one of them has a lot more energy. It could have more altitude and/or
more airspeed; the form doesn't matter. But you will find that trying to
land that airplane is very different from trying to land the other. How do
I explain this to my students? I tell them about energy. It works for them.
If it doesn't work for you, well, that's your problem. Please don't foist
your problems onto vulnerable students who will have to go out into the
real world where real people use local conservation of energy all the time.
Later you write
Sometimes I can detect it; usually in order to make my point all I need to
do is prevent it, perhaps by surrounding point A with a physical
energy-boundary such as a Dewar flask ("Thermos bottle"). In those rare
cases where there *appears* to be a violation of local conservation of
energy -- by energy-flow mysteriously penetrating the boundary -- then we
have a mystery of the highest order, the sort of paradox from which the
great advances of physics come. In particular, I cite
a) the discovery of cosmic rays, which was motivated by a
barrier-penetration mystery of this sort, and
b) the discovery of neutrinos, ditto.