Experimental teaching suggestions physics concepts and proposals evaluation of educational activities including the use of new technologies. All have been implemented in the classroom and the School Laboratory for Physical Sciences, have been presented at national and international conferences and some have won awards in national or pan-European competitions.
The following constructive type activities based on certain assumptions which, although incorrect in terms of physical (eg, electronic scale measures the mass), adopted in order to meet the teaching objectives of the 3rd worksheet 'book' of A Gymnasium. So silenced any reference to property inertia of matter. For alternative proposals to introduce the concept of mass and mass-to-weight discrimination, which are based on much more solid foundations, but refers to pupils prototype 2 larger classes, the teacher can refer to references:
The material (whatever that might be) has several features. I think I understand something if we are able to give a list of its features. The most obvious characteristic of matter is perhaps the volume: how much space an object occupies the space.
The teacher shows a glass of water and asks: How can we measure the volume of water in this glass? An easy way to measure the volume of liquids is to use a "volumetric tube" (the children have been taught prototype 2 in elementary).
A student uses a measuring tube (even bottle or glass graduated from mama's kitchen if there is no laboratory measuring tube) and reads the display, eg 125 ml, without being announced. To connect with the previous prototype 2 sections we call a student from each group to read the words and then the groups communicate 'measurement' prototype 2 in plenary. Why are there differences (if any) and what is the "correct" measurement?
Empty the contents of the graduated cylinder from one activity to empty and clean plastic water bottle. We ask another student to fill the graduated cylinder with the same volume of alcohol with water, prototype 2 eg 125 ml. Then empties the contents in a second empty water bottle.
Conclusion: The characteristic of the material called "Volume" while describing something not clear enough for a full description of matter. All three materials although having the same volume "apparently" differentiate between them.
Use of electronic scales kitchen. From our experience we know that a scales show an indication when placed on it an object. IDEA! The three bottles have the same volume of material. What evidence will but the scales? prototype 2 Would be the same or different?
What does the fact that the signs are different? Elicited that the scales should display a different characteristic of matter. How to dub this feature? Physicists prototype 2 say "mass".
We ask three students to join hands and make a circle as large as possible. Who is the "volume" of the cluster? We ask two students prototype 2 to enter into the circle without changing its size. If all students were on a scale in which case the 'mass' of the cluster would be larger? How can we grow even more massive in Ask it! (Expected to try to squeezed possible prototype 2 number of students in the "circle".)
What is the conclusion? The various materials and can have the same volume because different mass differ as to how the material is sandwiched therein. Squashed as the more material in a given volume, the greater the mass. Physicists count how squashed the matter in an object the size density.
Keep bottles of alcohol prototype 2 and sand respectively in both hands. You can tell which one is heavier? Expect / guide the students to 'weigh' with their hands the bottles and tell us that heavier is it with sand. We ask for your imagination or possibly view a short video of the ISS (http://www.youtube.com/watch?v=rQbc1HJc5Nw). Does it have the same feeling if you did the same 'weigh' the ISS or the moon?
NO! However, neither the volume nor the density prototype 2 and thus the mass will not have changed. So the property of being heavy, seems to be another feature of matter. But unlike the volume and mass seems to depend on where I am! Physicists say that property "weight" and the count with a dynamometer.
POSTED consecutive 3 bottles on the dyno and record the readings. Table created two columns: one with the mass of each bottle (display electro
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