Physics Demos for All UVEG Degrees: A Unique Project in Spain. (20th July 2016)

• Record Type: Journal Article
• Authors: Ferrer-Roca, Ch.; Cases, R.; Coll, C.; Cros, A.; Cruz, J.L.; Garro, N.; González, P.; Guirado, J.C.; Hernández, M.J.; Jiménez, J.C.; Martínez, D.; Martínez -Tomás, C.; Niclós, R.; Pedrós, R.; Roldán, C.; Silva, F.; Valor, E.; Vidal, J.; Vives, O.; Zúñiga, J.
• Is Part Of: Procedia--social and behavioral sciences. Volume 228(2016)
• Page Start: 628
• Page End: 632
• Publication Date: 2016-07-20
• Subjects: innovative physics teaching -- physics demonstrations -- demos -- physical phenomena -- experiments -- scientific method -- teaching teamwork.; Social sciences -- Periodicals; Social sciences -- Congresses; Arts -- Periodicals; Arts -- Congresses; Humanities -- Periodicals; Humanities -- Congresses; 300
• DOI: 10.1016/j.sbspro.2016.07.096
• Languages: English
• ISSNs: 1877-0428

Abstract

Abstract: The Physics Demo Project at the University of Valencia (www.uv.es/fisicademos ) has developed a collection of physics demonstrations to be used during lectures. It consists of more than 130 experimental demos about different physics topics. More than 30 professors borrow them whenever they lecture on physics in any of our 40 courses in 17 different science or technical degrees, involving 246 ECTS and more than 3500 students. Each demo kit with a simple experimental set displays a particular physics phenomenon. An on-line user guide highlights the main physics principles involved, instructions on how to use it and advices of how to link it to the theoretical concepts or to technical applications. Demo lectures (and collections) are a usual and widespread practice in many countries but not in Spain. This unique initiative aims at the recovery of this practice by involving a growing collaborative team of users and with the aid of educational innovation projects. Here we explain the project content, organization and recent developments. Our experience, together with the positive students comments, allows us to draw the following conclusions: demos introduce the real sensible world in the lecture hall, providing the necessary link between concepts and everyday life, and becoming, again, something more than "chalk and talk".