Experiment clarifies buoyancy

Oğuz, Ayşe; Yürümezoğlu, Kemal

doi:10.1088/0031-9120/43/3/f03

Cited by 4 publications

(1 citation statement)

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“…Is Space Dark Or Light? (Yurumezoglu & Oguz, 2009a (Oguz & Yurumezoglu, 2008;Yurumezoglu & Oguz, 2009b) The common characteristic of the experiments was firstly that all of them were developed by the researchers on the basis of unique practical testing in the classroom. In addition, their implementation could be carried out with simple materials, they were related to events and phenomena in nature that could be easily observed, they were suitable for inquiry-based learning, and finally, they had been designed with a focus on the scientific process and interdisciplinary associations.…”

Section: Researcher Observation Notesmentioning

confidence: 99%

The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods

Sever¹,

Oguz-Unver

Yürümezoğlu

2013

AJET

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This study was conducted in the light of the philosophical framework of inquiry-based science education. The research involved the presentation of experiments on basic science concepts that have been tested for validity through inquiry-based processes. The experiments were formulated firstly to determine what differences there would be in student academic achievement and in their attitudes toward the school subject of Science and Technology when the experiments were introduced by demonstration or in a video. Another purpose of the study was to create technology-supported teaching materials to enrich the learning environment. The participants in the research were second-year preservice teachers (N=149) who were students in classroom teaching. The study was of a quasi-experimental design and made use of a pretest, post-test and permanency test with a control group. The results then being merged with the observation notes of the researchers. The study set forth the strong and weak aspects of both teaching strategies and concluded that using both methods to complement each other would be effective in teaching and would also constitute an alternative to the teaching materials and strategies used in schools with scarce resources. IntroductionCell phones, computers, televisions and other devices are an inseparable part of our daily lives. Individuals are overpowered by all of these devices on a daily basis but still demand the right to benefit from technology in their formal educational processes as well. As a result, technology has inevitably entered the teaching environment. The most important prerequisites for living in today's information society are critical thinking and inquiry skills, the capability to access reliable information, and the capacity to use these assets in ordinary problem-solving and decision-making processes. The integrated structure and complexities of knowledge and technology bring inquiry into the forefront of information access processes and the teaching environment. Inquiry-based science education is a teaching strategy that is in harmony with constructivist learning theory and as such, is a practice that ensures students' interaction with surrounding objects and phenomena, and allows them the opportunity to benefit from technology. It is only when technology-supported teaching strategies are reinforced with inquiry-based science education that a more solid and meaningful integration of the individual's daily life and the learning experience in a teaching atmosphere can be achieved. Developing teaching materials by using videos in the teaching environmentWith the start of World War II, the use of audio-visual equipment for educational purposes declined while the practice of relying on this equipment showed an increase in the military and in industry (Reiser, Tabak, Sandoval, Smith, Steinmuller, & Leone, 2001). When the U.S. began to use audio-visual apparatus to its advantage during the war, this equipment caught the attention of educators in classrooms and also stimulated interest in resear...

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Section: Researcher Observation Notesmentioning

confidence: 99%

The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods

Sever¹,

Oguz-Unver

Yürümezoğlu

2013

AJET

Self Cite

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Evaluation of the density, mechanical, thermal and chemical properties of babassu fibers (Attalea speciosa.) for potential composite reinforcement

Chaves

Silveira

Neuba

et al. 2023

Journal of Materials Research and Technology

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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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Experiment clarifies buoyancy

Cited by 4 publications

References 0 publications

The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods

The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods

Evaluation of the density, mechanical, thermal and chemical properties of babassu fibers (Attalea speciosa.) for potential composite reinforcement

Demonstrating buoyancy in waterlogged ground

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