000			02028nam a22002777a 4500
005			20231120100502.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0031-921X
037			_bRIEBPL Library
082			_a530.071
100			_aKathleen Marie Saul and John H. Perkins
245			_a Physics Teaching, Climate Change, and the Fossil Fuel-Dominated Energy System—Diagrams to Enhance Teaching Energy in Physics _b(Journal Article)
260			_aWashington , DC _b American Association of Physics Teachers _c September 2023
300			_a453–457p.
490			_a American Association of Physics Teachers ,American Institute of Physics, Volume 61, Issue 6
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- Teaching energy in physics has always presented challenges about a quantitative property of the ability to do work. Before they learn the physics involved, students know things about energy from everyday life: gasoline as a fuel or electricity that energizes computers. They also likely understand many of the socioeconomic, political, and ethical attributes of energy and about concerns of climate change. In school, students learn that energy transforms from one form to another and may be associated with a field or an object. Their teachers and public officials worry about equality of opportunity to learn about physics and energy and their role in sustaining modern life. How might physics teachers help students grasp the contextual meanings in addition to distinguishing between scientific definitions and the development and use of energy in everyday life? We propose the use of two diagrams that connect energy directly to climate change and give students...
650			_a Teaching about the environment,
650			_asustainability
650			_aclimate change
650			_aFossil Fuel
650			_aDominated Energy System
650			_aEnergy in Physics
856			_uhttps://doi.org/10.1119/5.0137138
942			_cPER
999			_c44920 _d44919