PROTOTYPES, ANIMATIONS AND TOYS TO LEARN PHYSICS

The teaching and learning of Physics is a topic of continuous interest among professors and researchers of the discipline, specialized journals in education in Physics in the particular and published articles in which they are dedicated particularly to the teaching of science and In general, education is proof of that.

Within the wide range of results, theories and possibilities within this discipline, is the design and classroom use of didactic support elements that add to the methods and strategies that are currently available.

The didactic prototypes, prepared by the students themselves or by the teacher, are one such resource, very useful to show in the restricted space of a classroom, a phenomenon of reality from the perspective of Physics.

Within the era of information and communication technologies, with the diversity of technological resources accessible to a growing number of people in the world, another viable resource is the computerized animations of phenomena to be studied by physics.
A third resource to mention is the use of existing toys, incorporating them into the educational task, placing them in the classroom in the appropriate context.

This communication presents an example of each of these types of resources developed by students under the guidance of their teacher and used in physics classes with students of a pre-university school of theInstituto Politécnico Nacional of Mexico, called Center for Scientific Studies and Technological No. 2

It is the use of a toy to study the effect of friction between surfaces, the development of a device to show the relationship between electricity and magnetism, a computer animation made to study the change of potential energy in kinetics when moving a body by a road with different heights and an experience made with homemade material to prove that the physical phenomenon of sound consists of mechanical waves, which is reinforced by the use of a video taken from the internet.

In all cases, the description of the resource is provided, its incorporation into the academic task and the learning results obtained, which were assessed by two procedures, one of evaluation by the teacher and another of self-evaluation and which can be affirmed were positive in the general.