New trends in physics teaching, v.4; The ... - unesdoc - Unesco

New Trends in Physics Teaching IV
instead of switching on the electric light. It always astonishes pupils to calculate how much more
this costs her. Another instructive calculation can be based on the fact that the total consumption
of primary fuels in the United Kingdom was 1019 J per annum for a population of 55
million. From these figures we find that the average consumption of energy per person per day
is 500MJ. But a man can do a maximum of 3MJ in a day. So each person in the United Kingdom ~
has the equivalent of 167 slaves working for him. A further calculation can find what would be
the rate of pay for a day’s work of 3MJ if it were rewarded at the same rate at which we pay for
the electricity in our homes. The fact that the answer is so small reveals how cheap is the electrical
energy we buy. That shows us that it is only because energy is so cheap that in the United Kingdom
each person can have the equivalent of the services of 167. ‘slaves’. That, in turn, suggests a
comparison with the plight of developing countries where such cheap electricity is not available.
This is so fundamental to the progress of the developing world that it should be brought to the
attention of all young people. Awareness of world problems is something that should be promoted
through our teaching: how population continues to increase exponentially, how food production
must also increase exponentially to keep pace with the population, how industrial output
increases similarly, bringing a danger of exponentially increasing pollution, and how at the same
time natural resources are decreasing. The detail of the Club of Rome’s report Limits to Growth
[3] has been criticized, but the basic message is that you cannot indefinitely have exponential
growth in a finite world: this is something which all young people can appreciate. The quality
of life that wil be enjoyed by young people now at school depends on their facing the problems
that beset us. To the solution of many of these problems science and technology have much to
contribute, and as teachers it is our responsibility to make young people aware of the problems
and of the need for solutions. Science teaching in the future must be seen in relation to the needs
of society throughout the world. Then perhaps we will have a future fit for our children and our
children’s children.
REFERENCES
1.
2.
3.
ASSOCIATION FOR SCIENCE EDUCATION (ASE). Science in Society. London, Heinemann Educational
Books, 1981.
Details of the decision-making games can be obtained (and the games purchased from) the ASE, College Lane,
Hatfield, ALlO 9AA, United Kingdom.
The Limits to Growth: a Report for the Club ofRome’s Project on the Predicament ofMankind. New York,
Universe Books, 1972.
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