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The construction of a water clock: a proposal for teaching fluid physics in introductory courses
Abstract
In this work we present a water-driven clock (clepsydra) that uses the water
that flows from a Mariotte flask to work. By designing and building all the
elements properly, we get the seconds hand to make a full turn (1 min) at the
right pace
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In the last decade, the term STEM has been increasingly picked up internationally and come to represent a solution to a range of issues. Within education, STEM is being translated as a curriculum organiser that has the possibility of engaging and retaining students and is interdisciplinary and skills focussed. This paper takes the STEM curriculum as its focus and investigates the influences that have resulted in the current interpretation of STEM as well as the epistemological questions, tensions and issues that this curriculum raises. The paper does this through a consideration of previous and current curriculum movements and debates and in doing so raises questions about the underlying assumptions, form and focus that STEM curriculum take before considering some possible future directions.
One of the applications of Bernoulli's equation studied in introductory physics courses is that of a liquid, such as water, flowing from an opening in the side of an open tank. The speed of the escaping water is variable: it depends on the height of the free water surface above the opening, and this speed will decrease as the water level drops.
The phenomenon of emerging water jets from the holes of containers has been extensively studied; nevertheless, it continues to inspire researchers and teachers. The main aspects of the recent studies concern: the range of the jets trajectories; the extension of Bernoulli’s equation, of which Torricelli’s expression represents an ideal situation, to real fluids; and the measure of the jets’ speed and the drainage time in dependence on the fluid system geometry and wetting conditions. The focus of this paper is to discuss Torricelli’s relation between jet speed and hole depth in the case of a 19th-century glass bottle featuring three lateral holes. Measurements of the free water level displacements and jet speed from the holes have been carried out with 11th-grade students.
In this paper we present three different methods for testing Bernoulli’s law that are different from the standard ‘tube with varying cross-section’. They are all applicable to high-school level physics education, with varying levels of theoretical and experimental complexity, depending on students’ skills, and may even be useful for university-level educators. Our experiments are well-suited for use in project-based learning, either individually or as a single large project revolving around Bernoulli’s law. We also present examples of data we have collected with our experimental setups.
We describe an investigation of student learning of the concept of
pressure in a static liquid. We document patterns of student answers and
explanations in response to written and interview questions. We find
that many undergraduate students fail to develop a correct understanding
of pressure in this context. Many students have difficulty identifying
the forces that act on a liquid and relating these forces to pressure.
We describe the development and assessment of research-based
instructional materials designed to address student difficulties with
pressure and provide evidence that these materials can improve student
understanding.
- F X Berek
- S Sutopo
- M Munzil
Berek F X, Sutopo S and Munzil M 2016 J.
Pendidik. IPA Indones. 5 230-8