[ Scénarisation pédagogique et simulation de l'effet de la force de Coriolis sur une bille en chute libre verticale considérée dans un référentiel terrestre ]
Volume 13, Issue 3, November 2015, Pages 581–599
Karoum Limame1 and Salaheddine SAYOURI2
1 Centre Régional des Métiers de l'Education et de la Formation (CRMEF) de Fès, Rue de Kuwait, BP 49 Fès, Morocco
2 LPTA Département de Physique, Université Sidi Mohammed Ben Abdellah, Faculté des Sciences D-M, B.P.1796, Fès-Atlas, Morocco
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The approach developed in the present work aims to help overcoming the difficulties faced by undergraduate students to understand certain physical concepts and phenomena. Indeed, many physical phenomena, established analytically, remain imperceptible and give rise to doubt in the minds of students. One of these phenomena is the Earth's Coriolis force, which we realized its complexity through a questionnaire to a population consisting of future physics and chemistry teachers in secondary schools (at CRMEF, Fez, Morocco). The misperception of such phenomenon is increased because the lack of laboratory experiments that may show the effect of the Coriolis' force. In this regard, we propose a pedagogical scenario based on one of the manifestations of this force, integrating information and communication technologies (ICT). This scenario is based on a numerical simulation algorithm, which is, from our point of view, may help students to better perceive and understand the complexity of this force. The impact of this investigation was shown to be very constructive. Moreover, to our knowledge, this approach through a simulation process, is the first to be elaborated and proposed.
Author Keywords: Coriolis's force, Deviation to the east, Simulation, ICT, Pedagogic scenario.
Volume 13, Issue 3, November 2015, Pages 581–599
Karoum Limame1 and Salaheddine SAYOURI2
1 Centre Régional des Métiers de l'Education et de la Formation (CRMEF) de Fès, Rue de Kuwait, BP 49 Fès, Morocco
2 LPTA Département de Physique, Université Sidi Mohammed Ben Abdellah, Faculté des Sciences D-M, B.P.1796, Fès-Atlas, Morocco
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The approach developed in the present work aims to help overcoming the difficulties faced by undergraduate students to understand certain physical concepts and phenomena. Indeed, many physical phenomena, established analytically, remain imperceptible and give rise to doubt in the minds of students. One of these phenomena is the Earth's Coriolis force, which we realized its complexity through a questionnaire to a population consisting of future physics and chemistry teachers in secondary schools (at CRMEF, Fez, Morocco). The misperception of such phenomenon is increased because the lack of laboratory experiments that may show the effect of the Coriolis' force. In this regard, we propose a pedagogical scenario based on one of the manifestations of this force, integrating information and communication technologies (ICT). This scenario is based on a numerical simulation algorithm, which is, from our point of view, may help students to better perceive and understand the complexity of this force. The impact of this investigation was shown to be very constructive. Moreover, to our knowledge, this approach through a simulation process, is the first to be elaborated and proposed.
Author Keywords: Coriolis's force, Deviation to the east, Simulation, ICT, Pedagogic scenario.
Abstract: (french)
L'approche développée dans le présent travail a pour ambition de contribuer à aplanir les difficultés rencontrées par les étudiants du cycle Universitaire pour l'assimilation de certains concepts et phénomènes physiques. En effet, de nombreux phénomènes physiques, établis analytiquement, restent imperceptibles et jettent du doute dans l'esprit des étudiants. L'un de ces phénomènes est la force de Coriolis terrestre, dont nous avons pu mesurer la complexité à assimiler son concept, auprès d'un échantillon constitué d'enseignants de physique-chimie du cycle secondaire qualifiant en cours de formation au CRMEF de Fès, au moyen d'un questionnaire. Cette perception est rendue davantage ambigüe sachant des expériences mettant en évidence cette force sont indisponibles dans les laboratoires de travaux pratiques de nos facultés. A cet égard, nous proposons un scenario pédagogique basé sur l'une des manifestations de cette force, intégrant les technologies d'information et de communication (TIC). Ce scénario, repose sur un algorithme numérique de simulation, est, de notre point de vue, de nature à aider les étudiants à mieux percevoir et appréhender la complexité de cette force. Les retombées des résultats de notre scénario-sondage auprès des étudiants se sont révélées, en effet, très constructives. En outre, à notre connaissance, cette approche reposant sur une simulation numérique, est la première à être élaborée et proposée.
Author Keywords: Force de Coriolis, Déviation vers l'est, simulation, TIC, Scenario pédagogique.
How to Cite this Article
Karoum Limame and Salaheddine SAYOURI, “Pedagogical scenario and simulation of the Coriolis effect on a falling ball considered in a terrestrial referential,” International Journal of Innovation and Applied Studies, vol. 13, no. 3, pp. 581–599, November 2015.
