The ascending double cone as a dissenting experiment for physics education

Abstract

One of the problems in Physics education is related to the limited understanding of concepts among students. The main reason is the high degree of formalism in some explanations. In this paper we propose to introduce discrepant experiments in the classroom since this kind of experiments generates the need to build explanations, enhancing different learning skills. Thus, we describe a classroom experience with students from ninth semester in a physics career, around the analysis of the ascending double cone, giving an alternative approach to this situation. According to the active learning methodology, we seek to promote understanding of the rotational dynamics of rigid bodies through the generation of a physical analysis and an explanatory model made by students, which allows them to better appreciate the mathematical and physical character of the phenomenon.

Keywords

• Enseñanza de la mecánica clásica
• Experimentos discrepantes
• Aprendizaje activo
• Modelación
• Cono doble ascendente