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It describes a sequence of group experiments for 8th and 9th graders using very simple equipment, supported by open discussion of results, which increases motivation and improves conceptual understanding of related physics problems.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Repnik*1 and Milan Ambrožič2  \n• The concept of the centre of mass of a rigid body as a virtual point where the weight force acts is not easy to understand without a number of supporting school experiments. In school practice, however, experiments on this topic are often limited to a few of the simplest cases in which a simple flat body, such as a triangle or rectangle, is hung in two or mostly three directions to show where the corresponding plumb lines intersect. Typically, simple wooden bodies are used, on which the plumb lines are already drawn through the centre of mass. However, such experiments can be boring for students and are probably insufficient to illuminate all aspects ofthe topic. Furthermore, if the experiments are only demonstrated by the teacher rather than being performed in groups, the opportunity to train students’ skills and develop nature-science competences is missed. We therefore prepared and performed a series of group experiments in logical sequence for students of the 8th and 9th grades of primary school, so that their full active participation was invoked. The experience with such an experiment setup with very simple equipment, together with the open discussion of results, increased pupil motivation for physics and perhaps also improved understanding of some physics problems regarding the centre of mass, even for younger students.  \nKeywords: centre of mass, practical school experiment, nature-science competences  \n1 *Corresponding Author. University of Maribor, Faculty of Natural Sciences and Mathematics, Slovenia; [robert.repnik@um.si](robert.repnik@um.si).  \n2 University of Maribor, Faculty of Natural Sciences and Mathematics, Slovenia.  \nPriročni šolski poskusi s težiščem teles  \nRobert Repnik in Milan Ambrožič  \n• Koncepta težišča trdnega telesa kot navidezne točke, v kateri je prijemališče teže, ni lahko razumeti brez večjega števila podpornih šolskih poskusov. Poskusi na to temo so v šolski praksi pogosto omejenina nekaj najpreprostejših primerov s ploskimi telesi, kot sta trikotnik in pravokotnik, ki jih obesimo v dveh ali največ treh smereh, da bi poiskalitočko, v kateri se sekajo težiščnice. Navadno se uporabi nekaj lesenih teles, na katerih so težiščnice že narisane, vendar pa utegnejo biti takšni poskusi za učence dolgočasni, poleg tega pa verjetno ne zadostujejo za osvetlitev vseh vidikov težišča. Če so poleg tega poskusi izključno demonstracijski, namesto da bi jih izvajali učenci sami po skupinah, učenci s tem izgubijo priložnost razvijanja spretnosti in naravoslovnih kompetenc. Zato smo pripravili in v šoli izvedli vrsto skupinskih poskusov za učence osmega in devetega razreda osnovne šole, pri čemer sobili učenci polno aktivni. Izkušnje s takšno postavitvijo poskusov in zodprto diskusijo rezultatov so pokazale povečano motivacijo učencev za fiziko in mogoče tudi boljše razumevanje nekaterih fizikalnih problemov v povezavi s težiščem, celo pri mlajših učencih.  \nKljučne besede: težišče, priročni šolski poskus, naravoslovne kompetence  \nIntroduction  \nAccording to the national curriculum of Slovenia, the centre of mass is a topic that is taught within the subject of forces in the 8th grade of primary school (students aged 13 or 14), and later briefly in secondary school within the subject of forces and torques (students aged 15 or 16) . In primary school, the level of understanding and the skill of determining the position of the centre of mass is limited to geometrical and non-geometrical bodies in two dimensions (2D) . Subsequently, in secondary school, nothing essentially new is added to the topic of the centre of mass.  \nAcquiring the concept of the centre of mass in more detailed objects, particularly in real three-dimensional (3D) ones, is crucial for understanding several phenomena in nature and everyday life, such as: 1) stable and labile static equilibrium, 2) oscillation of a p","cbCaihgb2JPhzWJu","https://ap.wps.com/l/cbCaihgb2JPhzWJu","pdf",428277,"English","# Introduction\n## Centre of mass in the curriculum\n## Importance for understanding natural phenomena\n## Limits of common classroom experiments\n## Inquiry-based learning and competence development","[{\"question\":\"Why is the centre of mass concept hard for students to grasp?\",\"answer\":\"Because it requires understanding the centre of mass as a virtual point where the weight force acts, which is difficult without multiple supporting experiments.\"},{\"question\":\"What limitation do the authors identify in typical school experiments?\",\"answer\":\"Experiments are often restricted to a few simplest 2D cases, frequently demonstrated by the teacher rather than performed by students in groups.\"},{\"question\":\"How do the proposed group experiments benefit students?\",\"answer\":\"The structured setup with simple equipment and open discussion increases motivation for physics and supports better understanding of centre-of-mass-related physics problems.\"}]","Practical School Experiments with the Centre of Mass of Bodies - Practical action phrase | PDF",1792086277]