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Energy facts is increasing; the second is that the distribution of energy amongst the peoples of the wortd is grossly uneven. This second fact is usuaIly illustrated by showing the correlation, rou it is, between energy consumption and Gross National Product (GNP) per capita. Figure la, b shows the approximate situation during the past decade. 12 ono (U U ;,0000 ---. 0 Q 0 @OD0 0 h Y 5 60c10 C 4000 U z P ; 2000 U1 0 -United States Canada . Czechoslovakia German =morratiC Republic * Australia Netherlands . Federal Republic * Sweder of Germany US S R .United Kingdom France Italy. Israel APgentina .Japan L byan Arab Jarnchiriya .Mexico p'na. Brazil lnda , I I , I I 2000 4000 6000 SO00 13000 12000 . Kuwart Figure 1. Energy consumption andgrossnational product. The figures are from the World Bank and refer to 1977 (kgce= kilogram of coal equivalent). 400 t 200 Philippines Egypt .Zambia . Papua New Guinea India Pakistan *Ghana 0 Bangladesh Nigeria 200 400 600 800 lo00 1200 GNP per capita Figure lb is an enlargement of the bottom left hand corner of figure la. 7
New Trends in Physics Teaching IV Alternatively, quoting from the Brandt Report [7] : ‘one (North) American uses as much commercial energy as 2 Germans or Australians, 3 Swiss or Japanese, 6 Yugoslavs, 9 Mexicans or Cubans, 16 Chinese, 19 Malaysians, 53 Indians or Indonesians, 109 Sri Lankans, 438 Malians, or 1072 Nepalese. All the fuel used by the Third World for all purposes is only slightly more than the amount of gasoline the North burns to move its automobiles.’ When reporting the latest figures for energy consumption, most sources also include their predictions for future demand. These projections follow from estimates made of the rates of growth of GNP, usually of groups of nations. One such grouping is as follows: the industrially developed countries - Organisation for Economic Co-operation and Development (OECD) plus Israel and South Africa; the so-called ‘planned economies’ of the Union of Soviet Socialist Republics (USSR), Eastern Europe and China; the oil-exporting countries and the developing countries. These last are conveniently sub-divided into two groups: the high-growth group, consisting of Argentina, Brazil, Chile, Colombia, Hong Kong, Singapore, the Republic of Korea, Taiwan and Uruguay and the low-growth group made of the remaining countries. As 1973 approached, both the oil-exporters and the high-growth developing countries showed a growth in their GNP of almost 8 per cent per year and the industrial countries of nearly 5 per cent. The GNP of the low-growth developing countries climbed at over 4 per cent per annum whilst that of the planned economies rose at about 5% per cent. These growth rates are expected to slow considerably during the rest of the century. As a result, the optimists, usually including the major oil companies, expect the growth rate to fall to about 3 per cent whilst the more pessimistic refer to about 1% per cent. When basing predictions of future energy demand on these figures, note must be taken of the efficiency with which energy is used. The industrial countries, in particular, have improved, and are expected to continue to improve, the energy consumption per unit of GNP. This has largely come about as a result of industry installing more energy-efficient plant and so making better use of fuel. Moves in the United States to introduce smaller and more efficient motor cars may help to reduce its embarrassment at having some 6 per cent of the world’s population yet using about one third of the world’s annual energy production. Whereas before 1973, the annual percentage rate of growth had tended to increase, since that date the trend seems to have reversed. This is reflected in the five-year averages shown in figure 2. The general consensus amongst the sources consulted is that growth rate wil settle at about 3 per cent and that even at this rate the world energy demand wil be 60 to 70 per cent greater than at present by the year 2000. However, it is obvious that attempting to satisfy this increasing demand for energy in general is not the only problem to be faced during the next two decades. For some years now, the world has been consuming more oil than it has been finding and now production is expected to peak around the end of this century. This must lead to higher fuel prices and to a need to move away from today’s heavy dependence on oil. Industrialized countries wil have to make even greater efforts to control their demand (see figure 3); they wil have to reach decisions about nuclear power and the need for new coal mines; and they must develop synthetic fluid fuels. The developing countries which import oil wil have to explore and develop their own sources of commercial energy at the same time as they increase the efficiency of non-commercial sources. The oil exporting countries wil be concerned to control the rate at which they deplete their resource whilst ensuring that their customers remain economically healthy. For such countries there are special difficulties in making the transition to a future with little or no oil. 8
Page 1 and 2: I New trends in physics teaching Vo
Page 3 and 4: New trends in biology teaching Vol.
Page 5 and 6: Preface The worldwide exchange of i
Page 7 and 8: Contents Part I Energy: the Backgro
Page 9 and 10: Part I Energy: the Background and t
Page 11 and 12: New Trends in Physics Teaching IV W
Page 13: New Trends in Physics Teaching IV E
Page 17 and 18: I New Trends in Physics Teaching IV
Page 19 and 20: ~ New Trends in Physics Teaching IV
Page 21 and 22: New Trends in Physics Teaching IV T
Page 23 and 24: New Trends in Physics Teaching IV d
Page 25 and 26: New Trends in Physics Teaching IV A
Page 27 and 28: New Trends in Physics Teaching IV F
Page 29 and 30: New Trends in Physics Teaching IV o
Page 31 and 32: New Trends in Physics Teaching IV c
Page 35 and 36: New Trends in Physics Teaching IV t
Page 37 and 38: New Trends in Physics Teaching IV T
Page 41 and 42: New Trends in Physics Teaching IV a
Page 43 and 44: New Trends in Physics Teaching IV A
Page 45 and 46: New Trends in Physics Teaching IV M
Page 47 and 48: New Trends in Physics Teaching IV E
Page 49 and 50: New Trends in Physics Teaching IV s
Page 53 and 54: New Trends in Physics Teaching IV L
Page 57 and 58: New Trends in Physics Teaching IV *
Page 59 and 60: New Trends in Physics Teaching IV 1
Page 61 and 62: New Trends in Physics Teaching IV m
Page 63 and 64: New Trends in Physics Teaching IV R
Page 65 and 66:
New Trends in Physics Teaching IV E
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New Trends in Physics Teaching IV T
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Page 71 and 72:
New Trends in Physics Teaching IV I
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New Trends in Physics Teaching IV 8
Page 75 and 76:
Page 77 and 78:
New Trends in Physics Teaching IV S
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Energy teaching in schools Introduc
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Japan The teaching of energy in Jap
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Japan not teach energy concept dire
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Japan Amount of heat generated rela
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Japan ing of basic concepts, fundam
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Japan The teaching in this area is
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Methodology Japan There are several
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7. Measuring the amount of solar en
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India The teaching of energy in Ind
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India It is difficult to visualize
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1979 Solar energy air A model of a
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India age group 6 to 11, classes I
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Qatar decision to include a study o
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Qatar 5. 6. 7. Coal and oil are the
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Qatar Grade 8: Theme: ‘The use an
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Qatar The grade 11 physics programm
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USSR electric oscillations ends wit
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Hungary with a wide range of natura
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Hungary between two bodies only. Bu
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Hungary follows that the field itse
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Hungary explore rigid bodies and me
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REFERENCES Hungary 1. HABER-SCHAIM,
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Italy This approach proved interest
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Italy ENERGY PROBLEM: TO-DAY'S ISSU
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Italy equivalent or t.0.e.) are def
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An obvious question arises: why did
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knowledge of electromagnetism to th
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Naturally not all the particles are
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Senegal Reflection on current trend
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Senegal heat is interpreted as the
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The planning and developing of an i
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Brazil Criteria for the assessment
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Brazil water and ice is a system wh
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Brazil (heat) would still be conser
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Brazil Consider a further instance.
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Brazil An isolated system is an abs
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United States LEVELS AND TACTICS En
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United States The private sector sp
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United States The progression shown
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Packet production United States PEE
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United States energy situation. The
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United States Energy has two powerf
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Introductory statistical physics In
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Introductory statistical physics dp
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Introductory statistical physics on
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Introductory statistical physics Co
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Use of the Einstein solid Introduct
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Introductory statistical physics Ex
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Introductory statistical physics fo
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Introductory statistical physics TA
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~~ Exponential atmosphere Boltzmann
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Introductory st at ist ical physics
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Children’s ideas about light Chil
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Childrens’ ideas about light some
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Childrens’ ideas about light Figu
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Childrens’ ideas about light Figu
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Childrens’ ideas about light We w
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Childrens’ ideas about light conn
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Childrens’ ideas about light ‘l
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Colour Colour R.D. EDGE. Colour, li
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Colour of three primary colours nec
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Colour 400 500 600 700 Wavelength/
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Colour a, ; 0 E c \ L U Is) c - a,
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Colour 200 150 (I] U C ; 1 0 0 E m
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Colour Perceptually, if our environ
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Colour mentary colours as for the p
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Colour Difference Colour The abilit
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Colour Also shown on the same figur
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Colour screen, that taken through a
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Colour I 120 Noon Summer Sunlight 5
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y move in the direc value of the wa
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Surface Reflection Colour The surfa
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Colour index of 1.4, it is flexible
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Colour - Light Incident + From Iris
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Colour C 0 L 3 a, z E L U J Q e, J
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Colour illumination appears colourl
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Optics regained Optics regained C.A
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Optics regained human beings since
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Optics regained of energy, or the s
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Optics regained Consider an ordinar
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Optics regained Consider any two po
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Optics regained Figure 5 is a much
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Optics regained Highly coherent lig
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Optics regained revealing individua
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Optics regained the brightest sourc
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Optics regained is not taken, and o
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Optics regained image ifmis-interpr
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Optics regained 4. HUYGENS, C. Trai
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A case study of science teacher edu
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Teacher education: a case study 2.
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Teacher education: a case study alr
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Teacher education: a case study mor
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Teacher education: a case study thr
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Teacher education: a case study Whe
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Teacher education: a case study The
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Teacher education: a case study CON
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Teacher education: a dilemma where
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Teacher education: a dilemma ELEMEN
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Teacher education: a dilemma if phy
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Teacher education: a dilemma emerge
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Teacher education: a dilemma These
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Teacher education: a dilemma 11. CO
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Teacher education: solar energy cou
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Teacher education: solar energy cou
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Teacher education: solar energy nee
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Teacher education: solar energy the
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Teacher education: solar energy A P
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Teacher education: solar energy A W
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Teacher education: solar energy Sol
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Micro-computers as laboratory instr
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Microcomputers in the laboratory an
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A solar cooker How to construct a s
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A solar cooker PREPARATION AND SUBS
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A solar cooker c. Fill the box in (
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A solar cooker Let the reflector fa
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String and tape experiments String
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~ ~ String and tape experiments It
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String and tape experiments Since g
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Dropping a string of marbles String
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String and tape experiments Tape ar
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String and tape experiments + marbl
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String and tape experiments A I Fig
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String and tape experiments In an o
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String and tape experiments Pulse-
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String and tape experiments We can
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String and tape experiments Now, co
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String and tape experiments So far,
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String and tape experiments Current
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String and tape experiments For a l
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String and tape experiments the oth
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String and tape experiments CONCLUS
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Introduction Although school curric
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Science in society array of bubblin
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Science in society ASE’s ‘Scien
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ENVIRONMENTAL SCIENCE, HEALTH EDUCA
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I Physics in society Physics in soc
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Physics in society consequent long
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Physics in society furthermore, stu
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Physics in society TABLE 5. What di
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Physics in society APPENDIX Detaile
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Appropriate technology The visible
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Political Alternative Technology Ap
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Appropriate technoIogy Project work
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Contributors Albert A. BARTLETT, Un
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