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By D. F. Kirwan

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Comparing articles by opponents and proponents of nuclear power. Films/Videos: A visually stimulating way of conveying information and promoting discussion. "Energy in Perspective" from BP Educational Service. Audiovisual: Tape-slide packages are relatively inexpensive ways of presenting information and stimulating discussion. "Vanishing Forests (India)" from the International Centre for Conservation Education. Computers: Will make an increasing contribution to techniques for teaching about energy.

Students will recognise that some substances will "protect" the counter while others will not. A C T I V I T Y T O S T I M U L A T E INQUIRY I N T O M O V E M E N T ENERGY D. R. Baluragi LVD College, Raichur, India Objective: The students will infer that some "change-making" action implies the existence of energy. Materials: Eye dropper, ink, water and other fluids, several sheets of nonabsorbent paper, pinwheel. Activity: 1. Place the piece of non-absorbent paper on a table. 2. Using the eye dropper, allow a single drop of ink to fall on the paper from a height of 20 cm.

How much time will school teachers have to work on a particular energy education programme? How much learning time is available to students, given class, homework, and outside responsibilities? How much learning can students, their families, and selected community groups be expected to accomplish? How Knowledgeable are the Instructors/ Teachers? Energy education programme planners also need to assess the knowledge and expertise of school teachers. Are they familiar enough with the material to be taught, or will they themselves need preliminary training?

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