The phenomena that earth science deals with reveal themselves in various scales, so it involves many limitations that recreating these in a laboratory. Earth science textbooks contain much fewer experiments compared with other inquisitive subjects. Explanations are giving through various illustratio...
The phenomena that earth science deals with reveal themselves in various scales, so it involves many limitations that recreating these in a laboratory. Earth science textbooks contain much fewer experiments compared with other inquisitive subjects. Explanations are giving through various illustrations or basic experiments included in the textbook with an aim to help understand actual phenomena. However, illustrations and experiments in the textbook can lead students to misconception because of incorrect expressions used. The misconception acquired this way is causing many difficulties to learn the right concepts of earth science. One of the typical experiments introduced in earth science textbooks is the rotating disk experiement for describing the Coriolis force generated by the earth’s rotation. Textbooks don’t have any explanations about this experiment. Through the illustrations and pictures of experimental equipment in textbooks, students are led to the misconception that the center of the disk is the North Pole, which makes it hard to understand Coriolis force. So this study has developed experimental method and apparatus that help students’ understanding the concept of the rotating disk in the textbooks. Student participants in this development are caught on the misconception through the experiment presented in the textbooks, and to work out this problem, it is developed an experimental apparatus by introducing the concept of stars’ diurnal motion. Through individual interviews in the course of developing experimental apparatus and method as well as the analysis of activity report, it was possible to verify the change of the students in the concept of Corilois force. The students’ confirmed meaning of the rotary disk was a tangent plane on any arbitrary latitude of the earth, through which we could reproduce the Earth’s rotation in the laboratory. The ocean’s surface current appearing on the Earth brings on westward intensification by the Earth’s rotation and winds on mid-latitudes, which is called western boundary current. Concerning western boundary current, the textbooks explain that it is formed through the difference by the latitude of Coriolis (beta effect). Some wrong illustrations in the textbook lead the students to misconception that western boundary current is simply formed by Coriolis force. To settle this misconception, experimental apparatus to recreate the western boundary current was developed. This experimental apparatus expressed beta effect with the bottom of a slanted test tank and the Earth’s rotation with rotary disk while the winds at mid-latitudes were expressed using the rotary disk on the upper part. For experimental method, water was put into the test tank and then after rotating it, ink was put in to observe the current. By changing the aspect of the bottom of the test tank, presence or absence of beta effect was displayed. As a result of experimental class by inputting this experimental apparatus, the students were able to understand that Western boundary current occurs by means of beta effect and Coriolis force. On the third study, experimental apparatus was developed to look into the effect of Coriolis force on the generation of typhoon and its initial movement. Experimental apparatus is composed of a slop sink expressing beta effect, rotary disk meaning the earth’s rotation, and a generator that makes typhoon. Experiment made aware that generation of typhoon absolutely entails Coriolis force, and at the beginning of generation, it moves in the northwest direction by dint of beta effect as well as the winds. Experimental apparatuses developed in this study could be supplements for experiments in earth science textbook and useful for students to increase their understanding of the actual phenomena.
The phenomena that earth science deals with reveal themselves in various scales, so it involves many limitations that recreating these in a laboratory. Earth science textbooks contain much fewer experiments compared with other inquisitive subjects. Explanations are giving through various illustrations or basic experiments included in the textbook with an aim to help understand actual phenomena. However, illustrations and experiments in the textbook can lead students to misconception because of incorrect expressions used. The misconception acquired this way is causing many difficulties to learn the right concepts of earth science. One of the typical experiments introduced in earth science textbooks is the rotating disk experiement for describing the Coriolis force generated by the earth’s rotation. Textbooks don’t have any explanations about this experiment. Through the illustrations and pictures of experimental equipment in textbooks, students are led to the misconception that the center of the disk is the North Pole, which makes it hard to understand Coriolis force. So this study has developed experimental method and apparatus that help students’ understanding the concept of the rotating disk in the textbooks. Student participants in this development are caught on the misconception through the experiment presented in the textbooks, and to work out this problem, it is developed an experimental apparatus by introducing the concept of stars’ diurnal motion. Through individual interviews in the course of developing experimental apparatus and method as well as the analysis of activity report, it was possible to verify the change of the students in the concept of Corilois force. The students’ confirmed meaning of the rotary disk was a tangent plane on any arbitrary latitude of the earth, through which we could reproduce the Earth’s rotation in the laboratory. The ocean’s surface current appearing on the Earth brings on westward intensification by the Earth’s rotation and winds on mid-latitudes, which is called western boundary current. Concerning western boundary current, the textbooks explain that it is formed through the difference by the latitude of Coriolis (beta effect). Some wrong illustrations in the textbook lead the students to misconception that western boundary current is simply formed by Coriolis force. To settle this misconception, experimental apparatus to recreate the western boundary current was developed. This experimental apparatus expressed beta effect with the bottom of a slanted test tank and the Earth’s rotation with rotary disk while the winds at mid-latitudes were expressed using the rotary disk on the upper part. For experimental method, water was put into the test tank and then after rotating it, ink was put in to observe the current. By changing the aspect of the bottom of the test tank, presence or absence of beta effect was displayed. As a result of experimental class by inputting this experimental apparatus, the students were able to understand that Western boundary current occurs by means of beta effect and Coriolis force. On the third study, experimental apparatus was developed to look into the effect of Coriolis force on the generation of typhoon and its initial movement. Experimental apparatus is composed of a slop sink expressing beta effect, rotary disk meaning the earth’s rotation, and a generator that makes typhoon. Experiment made aware that generation of typhoon absolutely entails Coriolis force, and at the beginning of generation, it moves in the northwest direction by dint of beta effect as well as the winds. Experimental apparatuses developed in this study could be supplements for experiments in earth science textbook and useful for students to increase their understanding of the actual phenomena.
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