The impact of including a renewable energy theme on physics education and perception of meaning

Abstract

A renewable energy theme was incorporated into an AP Physics class. Renewable energy linked assignments, articles, videos, and discussion developed the theme. The Force Concept Inventory and class exams tracked progress in physics. Surveys and interviews gathered data on perception of meaning. The results suggest that the theme neither facilitated nor interfered with the learning of physics. Learning physics, however, improved their understanding of renewable energy topics. Overall students found the theme meaningful and relevant.