In this work we present the design and assessment of a teaching sequence aimed at introducing the principle of energy conservation at post-compulsory secondary school level (16-18 year olds). The proposal is based on the result of research into teaching-learning difficulties and on the analysis of the physics framework. Evidence is shown that this teaching sequence, together with the methodology used in the classroom, may result in students having a better grasp of the principle of energy conservation.
The subject of energy is a very important part of a physics course, as it provides a clear link between the different sections of physics. In this paper we analyze the teaching and learning of energy at secondary level and we show that traditional methods to teach energy: a) do not consider students misconceptions, b) introduce energy conservation in mechanics and thermodynamics but do not clarify if it is a theorem or a principle, and c) do not present the conservation of energy as a general principle of the whole physics. Finally, a new approach to energy teaching is showed.
Resumen. La conservación de la energía es uno de los conceptos más importantes de la física porque unifi ca todos los fenómenos. En este artículo presentamos algunos resultados de una investigación sobre el proceso de enseñanza-aprendizaje del concepto de energía y su conservación realizado en el nivel de la educación secundaria española. El análisis de los datos pone de manifi esto que la conservación de la energía se introduce en mecánica y termodinámica pero no en todos los campos de la física. Los resultados experimentales se han utilizado para desarrollar un nuevo enfoque de la enseñanza de la energía.Palabras clave. Energía, educación en física, actividades de enseñanza.Summary. The conservation of energy is one of the most important physics concepts because it unifi es all phenomena. In this paper we present some results of a research on the learning-teaching process of energy and its conservation in Spanish secondary education level. Analysis of the data reveal that energy conservation is introduced in mechanics and thermodynamics but not in all physics domains. The experimental results are used to develop a new approach to energy teaching.
A well-known classroom demonstration involves the rolling of hollow and solid objects down an incline. 1 The fact that the objects roll at different rates can be used as a starting point in introducing students to rotational dynamics and rotational kinetic energy. In this paper we describe a simple quantitative version of the demonstration that is suitable for use as a laboratory experiment.We begin by posing the following problem to our students: A solid sphere, a hollow cylinder, and a solid cylinder, all having the same mass M and radius R, are placed at the top of an incline having angle θ. If the three objects are released from rest at the same instant and all roll down without slipping, which will reach the bottom first? After they have made their predictions, they do the demonstration for themselves and observe that the sphere reaches the bottom first, then the solid cylinder, and the hollow one.Having already introduced the concepts of torque and moment of inertia, we next ask the students to determine, theoretically, the acceleration of each object. They quickly realize that in the absence of friction all three would accelerate at the same rate, a = g sin θ, which is contrary to their observations. Therefore, an additional force-one that depends on the shape of the object-must be introduced. Since the objects roll rather than slide, they must experience a force of static friction, F s . Therefore, the equation for the linear motion of the center of mass is well-known classroom demonstration involves the rolling of hollow and solid objects down an incline. 1 The fact that the objects roll at different rates can be used as a starting point in introducing students to rotational dynamics and rotational kinetic energy. In this paper we describe a simple quantitative version of the demonstration that is suitable for use as a laboratory experiment.We begin by posing the following problem to our students: A solid sphere, a hollow cylinder, and a solid cylinder, all having the same mass M and radius R, are placed at the top of an incline having angle θ. If the three objects are released from rest at the same instant and all roll down without slipping, which will reach the bottom first? After the students have made their predictions, they do the demonstration for themselves and observe that the sphere reaches the bottom first, then the solid cylinder, and then the hollow one.We next ask the students to determine, theoretically, the acceleration of each object. They quickly realize that in the absence of friction all three would accelerate at the same rate, a = g sin θ, which is contrary to their observations. Therefore, an additional force-one that depends on the shape of the objectmust be introduced. Since the objects roll rather than slide, they must experience a force of static friction, F s . Therefore, the equation for the linear motion of the center of mass iswhile the rotation about the center of mass (we have already introduced the concepts of torque and moment of inertia) is governed bywhere I is the mom...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.