发表机构
Universidade Estadual da Região Tocantina do Maranhão (UEMASUL); Instituto Federal do Maranhão - IFMA（马拉尼昂州托坎廷纳地区州立大学; 马拉尼昂联邦学院）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究在物理教师培训中开展低成本热模拟实验，测得封闭与开放系统温差7.33°C，展示了将气候科学融入教学并讨论模型局限性的教育价值。
AI 中文摘要
气候变化构成了一项重大的科学、环境和教育挑战，需要将物理概念、经验证据和社会相关的环境问题联系起来的方法。本研究提出并分析了一项低成本实验调查，该调查在巴西马拉尼昂州托坎蒂纳地区州立大学（UEMASUL）物理教师培训项目的“物理与环境”课程中开展。实验涉及使用易得材料构建一个简化的热模拟器，并将一个封闭系统与一个开放对照系统进行比较，两者同时暴露于太阳辐射下。结果显示，模拟器内部的平均温度为45.91°C，而外部对照系统为38.58°C，对应的平均温差为7.33°C（以及其他分析）。这些结果表明，该实验装置能够产生并测量两个系统之间的显著热差异。然而，观察到的温度升高不应被解释为大气温室效应的直接测量，因为实验装置涉及辐射和非辐射传热机制。该研究强调了低成本实验作为将电磁辐射、能量平衡、温度、热传递和气候科学整合到物理教师初始培训中的策略的教育潜力。它还强调了明确讨论实验模型局限性以及区分局部实验证据与全球气候过程结论的重要性。
英文摘要
Climate change poses a major scientific, environmental, and educational challenge, requiring approaches that connect physical concepts, empirical evidence, and socially relevant environmental issues. This study presents and analyzes a low-cost experimental investigation developed within the "Physics and the Environment" course of a Physics teacher training program at the State University of the Tocantina Region of Maranhão (UEMASUL), Brazil. The experiment involved constructing a simplified thermal simulator using accessible materials and comparing a confined system with an open control system, both exposed simultaneously to solar radiation. The results showed that the average temperature inside the simulator was $45.91^{\circ}\mathrm{C}$, compared to $38.58^{\circ}\mathrm{C}$ in the external control system, corresponding to a mean temperature difference of $7.33^{\circ}\mathrm{C}$ (among other analyses). These results demonstrate that the experimental setup was capable of producing and measuring a significant thermal difference between the two systems. However, the observed temperature rise should not be interpreted as a direct measure of the atmospheric greenhouse effect, given that the experimental apparatus involves both radiative and non-radiative heat transfer mechanisms. The study emphasizes the educational potential of low-cost experimentation as a strategy to integrate electromagnetic radiation, energy balance, temperature, heat transfer, and climate science into the initial training of physics teachers. It also highlights the importance of explicitly discussing the limitations of experimental models and distinguishing local experimental evidence from conclusions regarding global climate processes.
Comments30 pages, 7 figures, 2 tables
