Mejorando la efectividad de los experimentos en la enseñanza temprana de la física: Un enfoque innovador para demostrar que el aire ocupe espacio.
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| Title: | Mejorando la efectividad de los experimentos en la enseñanza temprana de la física: Un enfoque innovador para demostrar que el aire ocupe espacio. |
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| Authors: | Pacheco Romero, David Israel1 disrael.pr@gmail.com, Ignjatov, Josip Slisko1, Corona Cruz, Adrián1 |
| Source: | Latin-American Journal of Physics Education. Jun2024, Vol. 18 Issue 2, p1-6. 6p. |
| Subject Terms: | *Concept learning, Glass containers, Candles, Physics experiments, Soluble glass |
| Abstract (English): | One of the most common experiments in early physics teaching focuses on demonstrating that air occupies space and that it has the ability to exclude or keep water away from certain submerged objects. Such an experiment consists of placing paper or cotton inside a glass, followed by immersing the inverted glass in a larger container filled with water. After removing the glass from the water, it is suggested that the paper or cotton is not wet, which should demonstrate that air occupies space that water cannot enter. However, this procedure often leads to debates among students about whether the paper or cotton has become wet or not. This disadvantage suggests the need for a more effective variant of the experiment. An innovative variant is proposed that uses a lit candle and a transparent container with a lid (with and without holes) to illustrate the influence of air on excluding water. The experiment is divided into two parts. In the first part, a candle is placed on the lid (without holes) of a transparent container and the container is sealed tightly before being immersed in a container filled with water. Since water cannot enter the container, students correctly predict that the candle will not go out. In the second part, the candle is placed in the lid with holes in it and the container is closed. The task for students is to predict what will happen to the candle when the container is immersed in water. Students commonly predict that the candle will go out because water is now entering the submerged container. However, they can observe that the candle remains lit inside the closed container. The results of this new variant of the experiment show a significant improvement in students' understanding. In contrast to the traditional experiment with paper or cotton, students have no doubts about whether the candle has been extinguished or not, allowing them to comprehend the concepts taught fully. Additionally, this variant is more impactful as students can precisely observe how the candle continues to burn inside the container, even with holes in the lid, reinforcing the idea of the existence of air and its ability to influence water exclusion. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Uno de los experimentos más comunes en la enseñanza temprana de física se enfoca en demostrar que el aire ocupa espacio y que tiene capacidad para excluir o mantener el agua alejada de ciertos objetos sumergidos. Tal experimento consiste en la colocación de papel o algodón dentro de un vaso, seguido de la inmersión del vaso invertido en un recipiente más grande lleno de agua. Después de retirar el vaso del agua, se sugiere que el papel o algodón no esté mojado, lo que debería demostrar que el aire ocupa espacio en que el agua no puede entrar. Sin embargo, este procedimiento a menudo conduce a debates entre los estudiantes sobre si el papel o algodón se ha mojado o no. Esta desventaja sugiere la necesidad de una variante más efectiva del experimento. Se propone una variante innovadora que utiliza una vela encendida y un recipiente transparente con tapa (sin y con orificios) para ilustrar la influencia del aire en la exclusión del agua. El experimento se divide en dos partes. En la primera parte, se coloca una vela en la tapa (sin orificios) de un recipiente transparente y se cierra el recipiente herméticamente antes de sumergirlo en un recipiente lleno de agua. Como el agua no puede entrar en el recipiente, los estudiantes predicen correctamente que la vela no se apagara. En la segunda parte, la vela se coloca en la tapa que tiene orificios y se cierra el recipiente. La tarea de para los estudiantes es predecir qué pasará con la vela al sumergir el recipiente en el agua. Los estudiantes comúnmente predicen que la vela se apagará porque ahora el agua entra el recipiente sumergido. Sin embargo, pueden observar que la vela permanece encendida dentro del recipiente cerrado. Los resultados de esta nueva variante del experimento muestran una mejora significativa en la comprensión de los estudiantes. A diferencia del experimento tradicional con papel o algodón, los estudiantes no tienen dudas sobre si la vela se ha apagado o no, lo que les permite comprender plenamente los conceptos enseñados. Además, esta variante es más impactante ya que los estudiantes pueden observar con precisión cómo la vela continúa ardiendo dentro del recipiente, incluso con agujeros en la tapa, lo que refuerza la idea de la existencia de aire y su capacidad para influir en la exclusión del agua. [ABSTRACT FROM AUTHOR] |
| Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182357913 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mejorando la efectividad de los experimentos en la enseñanza temprana de la física: Un enfoque innovador para demostrar que el aire ocupe espacio. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pacheco+Romero%2C+David+Israel%22">Pacheco Romero, David Israel</searchLink><relatesTo>1</relatesTo><i> disrael.pr@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Ignjatov%2C+Josip+Slisko%22">Ignjatov, Josip Slisko</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Corona+Cruz%2C+Adrián%22">Corona Cruz, Adrián</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Latin-American+Journal+of+Physics+Education%22">Latin-American Journal of Physics Education</searchLink>. Jun2024, Vol. 18 Issue 2, p1-6. 6p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Concept+learning%22">Concept learning</searchLink><br /><searchLink fieldCode="DE" term="%22Glass+containers%22">Glass containers</searchLink><br /><searchLink fieldCode="DE" term="%22Candles%22">Candles</searchLink><br /><searchLink fieldCode="DE" term="%22Physics+experiments%22">Physics experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Soluble+glass%22">Soluble glass</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: One of the most common experiments in early physics teaching focuses on demonstrating that air occupies space and that it has the ability to exclude or keep water away from certain submerged objects. Such an experiment consists of placing paper or cotton inside a glass, followed by immersing the inverted glass in a larger container filled with water. After removing the glass from the water, it is suggested that the paper or cotton is not wet, which should demonstrate that air occupies space that water cannot enter. However, this procedure often leads to debates among students about whether the paper or cotton has become wet or not. This disadvantage suggests the need for a more effective variant of the experiment. An innovative variant is proposed that uses a lit candle and a transparent container with a lid (with and without holes) to illustrate the influence of air on excluding water. The experiment is divided into two parts. In the first part, a candle is placed on the lid (without holes) of a transparent container and the container is sealed tightly before being immersed in a container filled with water. Since water cannot enter the container, students correctly predict that the candle will not go out. In the second part, the candle is placed in the lid with holes in it and the container is closed. The task for students is to predict what will happen to the candle when the container is immersed in water. Students commonly predict that the candle will go out because water is now entering the submerged container. However, they can observe that the candle remains lit inside the closed container. The results of this new variant of the experiment show a significant improvement in students' understanding. In contrast to the traditional experiment with paper or cotton, students have no doubts about whether the candle has been extinguished or not, allowing them to comprehend the concepts taught fully. Additionally, this variant is more impactful as students can precisely observe how the candle continues to burn inside the container, even with holes in the lid, reinforcing the idea of the existence of air and its ability to influence water exclusion. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Uno de los experimentos más comunes en la enseñanza temprana de física se enfoca en demostrar que el aire ocupa espacio y que tiene capacidad para excluir o mantener el agua alejada de ciertos objetos sumergidos. Tal experimento consiste en la colocación de papel o algodón dentro de un vaso, seguido de la inmersión del vaso invertido en un recipiente más grande lleno de agua. Después de retirar el vaso del agua, se sugiere que el papel o algodón no esté mojado, lo que debería demostrar que el aire ocupa espacio en que el agua no puede entrar. Sin embargo, este procedimiento a menudo conduce a debates entre los estudiantes sobre si el papel o algodón se ha mojado o no. Esta desventaja sugiere la necesidad de una variante más efectiva del experimento. Se propone una variante innovadora que utiliza una vela encendida y un recipiente transparente con tapa (sin y con orificios) para ilustrar la influencia del aire en la exclusión del agua. El experimento se divide en dos partes. En la primera parte, se coloca una vela en la tapa (sin orificios) de un recipiente transparente y se cierra el recipiente herméticamente antes de sumergirlo en un recipiente lleno de agua. Como el agua no puede entrar en el recipiente, los estudiantes predicen correctamente que la vela no se apagara. En la segunda parte, la vela se coloca en la tapa que tiene orificios y se cierra el recipiente. La tarea de para los estudiantes es predecir qué pasará con la vela al sumergir el recipiente en el agua. Los estudiantes comúnmente predicen que la vela se apagará porque ahora el agua entra el recipiente sumergido. Sin embargo, pueden observar que la vela permanece encendida dentro del recipiente cerrado. Los resultados de esta nueva variante del experimento muestran una mejora significativa en la comprensión de los estudiantes. A diferencia del experimento tradicional con papel o algodón, los estudiantes no tienen dudas sobre si la vela se ha apagado o no, lo que les permite comprender plenamente los conceptos enseñados. Además, esta variante es más impactante ya que los estudiantes pueden observar con precisión cómo la vela continúa ardiendo dentro del recipiente, incluso con agujeros en la tapa, lo que refuerza la idea de la existencia de aire y su capacidad para influir en la exclusión del agua. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 6 StartPage: 1 Subjects: – SubjectFull: Concept learning Type: general – SubjectFull: Glass containers Type: general – SubjectFull: Candles Type: general – SubjectFull: Physics experiments Type: general – SubjectFull: Soluble glass Type: general Titles: – TitleFull: Mejorando la efectividad de los experimentos en la enseñanza temprana de la física: Un enfoque innovador para demostrar que el aire ocupe espacio. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pacheco Romero, David Israel – PersonEntity: Name: NameFull: Ignjatov, Josip Slisko – PersonEntity: Name: NameFull: Corona Cruz, Adrián IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 18709095 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: Latin-American Journal of Physics Education Type: main |
| ResultId | 1 |
