At the Limit: Introducing Energy with Human Senses

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At the Limit : Introducing Energy with Human Senses . / Stinken, Lisa; Carmesin, Hans-Otto; Heusler, Stefan.

In: The Physics Teacher, Vol. 54, No. 9, 01.12.2016, p. 552-555.

Research output: Journal contributionsJournal articlesEducationpeer-review

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Stinken L, Carmesin H-O, Heusler S. At the Limit: Introducing Energy with Human Senses . The Physics Teacher. 2016 Dec 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 = "Physics Teacher",
issn = "0031-921X",
publisher = "AIP Publishing LLC",
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 - Physics Teacher

JF - Physics Teacher

SN - 0031-921X

IS - 9

ER -

DOI