Is the Archimedes principle a law of nature? Discussions in an ‘extended teacher room’

Dahl, Olof; Eklund, Bo; Pendrill, Ann-Marie

doi:10.1088/1361-6552/aba733

Cited by 5 publications

(5 citation statements)

References 19 publications

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“…One could, for instance, take into account the changing mass of the firing rockets on the dynamics of the problem. Nevertheless, the result of such analyses, insofar as they change any of the conclusions, could be pointed out to students as a caveat emptor, while the analyses themselves may be interesting for teachers [9].…”

Section: Discussionmentioning

confidence: 99%

On the operation of the Hanstead car

Persson

2022

Phys. Educ.

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We consider the operation of the hypothetical mechanical vehicle driven by an engine powered by small rockets introduced by P D Hanstead in the inaugural volume of this journal. Hanstead arrived at three contradictory conclusions regarding the change in velocity should some of the rockets malfunction at a particular time. This thought experiment constitutes an excellent, conceptual discussion, or even exam, question for an introductory mechanics course.

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Section: Discussionmentioning

confidence: 99%

On the operation of the Hanstead car

Persson

2022

Phys. Educ.

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“…It seems counterintuitive that a heavy object embedded in the ground should be subject to hydrostatic buoyancy. An important point to teach students is that for a buoyant force to exist, water must get under an object (Bierman and Kincanon 2003, Graf 2004, Dahl et al 2020. If a seal at the base of a tank prevents water getting underneath it will not lift.…”

Section: Discussionmentioning

confidence: 99%

Demonstrating buoyancy in waterlogged ground

Hughes¹

2021

Phys. Educ.

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Archimedes' principle is one of the foundation subjects in physics. Normally the principle is exemplified by reference to floating boats. However, Archimedes' principle also applies to objects embedded in waterlogged ground, which can lead to the surprising result of an object weighing several tons being lifted. A practical example is presented of a 22 ton concrete water tank being lifted out of waterlogged ground. Fuel tanks embedded in the ground can be crushed by groundwater. Ground water buoyancy can be a serious problem when a large excavation for the foundation of a high-rise building is left empty before building commences. A qualitative classroom demonstration of groundwater buoyancy is described that involves immersing plastic cups in sand and adding water to observe the cups rising out of the sand. Additionally, a quantitative demonstration is described in which an empty beaker is floated on a water-filled container placed on an electronic balance placed on a scissor table. A plank of wood placed across the top of the beaker holds it in place while the scissor table is used to raise the water level around the beaker simulating rising groundwater. In view of the challenges of climate change and increasing frequency and severity of flooding, knowledge of groundwater buoyancy is useful for students.

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“…In a similar study, Hardy et al (2006) investigated the impact of instruction enriched with activities based on a constructivist learning approach on primary school students' conceptual changes regarding floating and sinking. In related research, application examples were presented for teaching specific concepts such as buoyancy force of liquids (Çepni and Şahin, 2012;Radovanović and Sliško, 2013), floating and sinking (Çepni et al, 2010;Hardy et al, 2006;Paik et al, 2017;Ünal, 2008;Zoupidis et al, 2021), Archimedes' principle (Dahl et al, 2020;Gianino, 2008;Loverude et al, 2003), and density (Gianino, 2008;Harrell and Subramaniam, 2014). In this study, the teaching of the density of liquids, floating-sinking, and buoyancy force is carried out by addressing many concepts mentioned above on a holistic and comprehensive ground.…”

Section: Previous Studies Of Density and Buoyancy Of Liquidsmentioning

confidence: 99%

Improving Conceptual Understanding of Density and Buoyancy of Liquids through Common Knowledge Construction Model

Taşdere,

Kaya

2023

SEI

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The aim of the study was to investigate the effect of the Common Knowledge Construction Model (CKCM) on 10th-grade students’ conceptual understanding of the buoyancy and density of liquids topic. Within a pre-experimental (one group pre-test/post-test) research design, this study was conducted with 22 of 10th-grade students. To collect data, the Word Association Test (WAT) and Structural Grid (SG) were employed as pre- and post-test. Students’ conceptual understanding of the states of objects in different positions (swimming, sinking, and suspending) in the liquid was determined by means of the SG. Through the WAT, the cognitive structure of the students for the stimulus words of mass, volume, density, buoyancy, and Archimedes was determined. According to the post-tests for the SG questions, it was determined that there was a significant increase in the number of correct boxes selected and a significant decrease in the number of incorrect boxes selected. In addition, it was determined that the mind map obtained from the post-WAT, which revealed the cognitive structures of the students, had a much more interrelated and complex network. The findings obtained are compared with other related studies in the literature and some suggestions for teaching science subjects of CKCM are given.

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Is the Archimedes principle a law of nature? Discussions in an ‘extended teacher room’

Cited by 5 publications

References 19 publications

On the operation of the Hanstead car

On the operation of the Hanstead car

Demonstrating buoyancy in waterlogged ground

Improving Conceptual Understanding of Density and Buoyancy of Liquids through Common Knowledge Construction Model

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