A historical and conceptual analysis of Archimedes’ Principle in higher education textbooks and its relevance for teachers

Abstract

We analyze how Archimedes’ Principle has been presented in higher education textbooks. We consider the historical point of view and reflect on specific conceptual aspects: the presentation of a limit of validity for the Principle, which emerges from the Hydrostatic Paradox studied by Galileo, and the consideration of effects arising from the surface tension of liquids. Our investigation reveals that virtually all the analyzed textbooks include conceptual and historical incongruities. Considering this scenario, we present elements that can be discussed in the classroom, in conjunction with the teaching of Archimedes’ Principle.