The Application of Self-Made Teaching Aidsin the Establishment of the Concept of Liquid Pressure

Abstract

Objective: This study aims to address the persistent challenge of students' vague understanding of the concept of liquid depth within the context of liquid pressure in junior secondary physics education. By designing a low-cost, intuitive, and scientifically effective self-made teaching aid, this research seeks to facilitate deeper conceptual learning and enhance students' practical inquiry abilities. The teaching aid not only serves as a visual demonstration tool but also encourages active student participation in both construction and experimentation, thereby promoting a more engaging and effective learning experience.
Methods: Inspired by Pascal's classic barrel experiment, an improved teaching aid was developed utilizing recycled plastic bottles and transparent tubing. This apparatus allows for clear visual demonstration of the relationship between liquid pressure and depth through observable variations in water jet distance. Furthermore, students were actively involved in both constructing and experimenting with the teaching aid via structured post-class practical assignments. The methodology emphasizes hands-on learning, problem-solving, and collaborative inquiry, aligning with contemporary educational standards and goals.
Results: The implementation of the self-made teaching aid enabled students to visually and intuitively grasp the correlation between liquid pressure and depth. Active participation in the building and testing processes significantly strengthened students' conceptual understanding, improved their operational skills, and stimulated innovative thinking. Additionally, the activity successfully integrated core elements of scientific literacy into everyday teaching practice. Students demonstrated improved ability to correctly identify liquid depth in various contextual problems, and showed increased interest and confidence in physics learning.
Conclusions: The self-made teaching aid demonstrates considerable effectiveness in supporting the conceptualization of liquid pressure. It not only reinforces students' comprehension of abstract physical principles but also stimulates learning interest, promotes hands-on and inquiry-based learning, and provides a practical strategy for implementing quality-oriented education in physics. The study underscores the value of integrating self-made teaching aids into regular instruction to enhance both conceptual and procedural knowledge.