At the Limit: Introducing Energy with Human Senses

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeLehrebegutachtet

Standard

At the Limit: Introducing Energy with Human Senses . / Stinken, Lisa; Carmesin, Hans-Otto; Heusler, Stefan.
in: The Physics Teacher, Jahrgang 54, Nr. 9, 01.12.2016, S. 552-555.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeLehrebegutachtet

Harvard

APA

Vancouver

Stinken L, Carmesin HO, Heusler S. At the Limit: Introducing Energy with Human Senses . The Physics Teacher. 2016 Dez 1;54(9):552-555. doi: 10.1119/1.4967897

Bibtex

@article{0f85fd367dc24c0c9804be07342cbe41,
title = "At the Limit: Introducing Energy with Human Senses ",
abstract = "Energy belongs to the core ideas of the physics curriculum. But at the same time, energy is one of the most complex topics in science education since it occurs in multiple ways, such as motion, sound, light, and thermal energy. It can neither be destroyed nor created, but only converted. Due to the variety of relevant scales and abstractness of the term energy, the question arises how to introduce energy at the introductory physics level. The aim of this article is to demonstrate how the concept of energy can become meaningful in the context of the human senses. Three simple experiments to investigate the minimal amount of energy that is required to generate a sensory perception are presented. In this way students can learn that even different sensory perceptions can be compared by using energy as the unifying concept.",
keywords = "Didactics of sciences education",
author = "Lisa Stinken and Hans-Otto Carmesin and Stefan Heusler",
year = "2016",
month = dec,
day = "1",
doi = "10.1119/1.4967897",
language = "English",
volume = "54",
pages = "552--555",
journal = "The Physics Teacher",
issn = "1943-4928",
publisher = "American Institute of Physics Inc.",
number = "9",

}

RIS

TY - JOUR

T1 - At the Limit

T2 - Introducing Energy with Human Senses

AU - Stinken, Lisa

AU - Carmesin, Hans-Otto

AU - Heusler, Stefan

PY - 2016/12/1

Y1 - 2016/12/1

N2 - Energy belongs to the core ideas of the physics curriculum. But at the same time, energy is one of the most complex topics in science education since it occurs in multiple ways, such as motion, sound, light, and thermal energy. It can neither be destroyed nor created, but only converted. Due to the variety of relevant scales and abstractness of the term energy, the question arises how to introduce energy at the introductory physics level. The aim of this article is to demonstrate how the concept of energy can become meaningful in the context of the human senses. Three simple experiments to investigate the minimal amount of energy that is required to generate a sensory perception are presented. In this way students can learn that even different sensory perceptions can be compared by using energy as the unifying concept.

AB - Energy belongs to the core ideas of the physics curriculum. But at the same time, energy is one of the most complex topics in science education since it occurs in multiple ways, such as motion, sound, light, and thermal energy. It can neither be destroyed nor created, but only converted. Due to the variety of relevant scales and abstractness of the term energy, the question arises how to introduce energy at the introductory physics level. The aim of this article is to demonstrate how the concept of energy can become meaningful in the context of the human senses. Three simple experiments to investigate the minimal amount of energy that is required to generate a sensory perception are presented. In this way students can learn that even different sensory perceptions can be compared by using energy as the unifying concept.

KW - Didactics of sciences education

UR - http://www.scopus.com/inward/record.url?scp=84999740143&partnerID=8YFLogxK

U2 - 10.1119/1.4967897

DO - 10.1119/1.4967897

M3 - Journal articles

VL - 54

SP - 552

EP - 555

JO - The Physics Teacher

JF - The Physics Teacher

SN - 1943-4928

IS - 9

ER -

DOI

Zuletzt angesehen

Forschende

  1. Bettina Motschmann

Publikationen

  1. Mikroanalyse, Reflexivität und einige Tassen Kaffee
  2. From Conspicuous Consumption to Neo-Bohemian Life Styles
  3. Language - Text - Bildung. Essays in Honour of Beate Dreike
  4. Populism and corruption
  5. Blick über den Zaun: Leseförderung in Europa
  6. Rosneft am Ende?
  7. Raus in den Alltag
  8. When Individual Preferences Defy Sustainability — Can Merit Good Arguments Close the Gap?
  9. Expatriate training
  10. Kommentierung von Art. 27 AEUV: Ausnahmen
  11. Kommunikation, Partizipation und digitale Medien
  12. The Comparative Politics of Cabinet Reshuffles
  13. On the Question of the Restoration of Wall Paintings
  14. 15 years of degrowth research
  15. Wie aus Alpha-Managern ein Team wird
  16. Kommentierung von: Art. 41 GRC: Recht auf eine gute Verwaltung
  17. Key aspects of a sustainable health insurance system in Germany
  18. Dezentral und partizipativ?
  19. Acceptance of Mobile Mental Health Treatment Applications
  20. Aufs Wasser
  21. The ironies of autonomy
  22. The effects of light and soil conditions on the species richness of the ground vegetation of deciduous forests in northern Germany (Schleswig-Holstein)
  23. Außer der Reihe
  24. Travel behaviour of patients with haemophilia
  25. Lehren für und Lernen in heterogene(n) Gruppen
  26. Kybernetische Maschinen – artifizielles Leben oder lebhafte Artefakte?
  27. Integrationsdiskurse in Deutschland und Großbritannien zwischen Dichotomisierung und Super-Diversität
  28. Von der Dissertationsschrift zur Publikation
  29. Lehrer- und schülerzentrierte Prozessstrukturen kaufmännischen Unterrichts - Ergebnisse einer Beobachtungsstudie
  30. Aesthetics of Sustainability for the Ecological Age
  31. “Ruinensehnsucht”